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Understanding Physical Activity Intentions in Physical Education Context: A multi-level Analysis from the
David Sánchez-Oliva1, Athanasios Mouratidis2, Francisco M Leo3
1Faculty of Sport Science, University of Extremadura, 10003 Cáceres, Spain.
International Journal of Environmental Research and Public Health
|February 5, 2020
Summary
A supportive physical education (PE) classroom enhances student motivation and intentions for physical activity. A positive classroom environment buffers negative motivation, promoting sustained engagement in extracurricular physical activities.
Area of Science:
- Educational Psychology
- Sport Psychology
- Motivation Science
Background:
- Self-determination theory posits that fulfilling psychological needs (autonomy, competence, relatedness) drives motivation.
- Understanding factors influencing motivation in physical education is crucial for promoting lifelong physical activity.
- Previous research has explored motivation in PE, but the moderating role of classroom environment and specific student characteristics requires further investigation.
Purpose of the Study:
- To examine the links between perceived need support, need satisfaction, autonomous motivation, and amotivation in physical education.
- To investigate the influence of sex and extracurricular sport participation on these relationships.
- To determine if a need-supportive classroom environment moderates the associations between motivational variables and intentions for extracurricular physical activity.
Main Methods:
- A cross-sectional study involving 1259 students (aged 12-16) from 77 physical education classes.
- Self-report questionnaires assessed perceived need support, need satisfaction, autonomous motivation, amotivation, and intentions for extracurricular physical activity.
- Statistical analyses, including multilevel modeling, were used to test the proposed relationships and moderation effects.
Main Results:
- Need satisfaction positively predicted autonomous motivation and negatively predicted amotivation at the student level.
- Autonomous motivation positively predicted, and amotivation negatively predicted, intentions for extracurricular physical activity.
- Classroom-level need support moderated these associations, demonstrating a buffering effect, particularly for males and females in need-supportive environments.
Conclusions:
- Fostering need support and satisfaction within the PE classroom is vital for enhancing students' autonomous motivation and intentions for physical activity.
- A need-supportive classroom environment acts as a buffer, mitigating negative motivational outcomes and promoting positive behavioral intentions.
- These findings underscore the importance of creating supportive PE environments to encourage sustained physical activity engagement among adolescents.
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