Effects of an Autonomy-Supportive Physical Activity Program for Compensatory Care Students During Recess Time

Area of Science:

• * Educational Psychology
• * Special Education
• * Sport Science

Background:

• * Students with special needs often face challenges in physical activity engagement.
• * Autonomy-supportive environments are crucial for fostering intrinsic motivation and participation.
• * Recess provides a valuable opportunity for physical activity interventions in inclusive settings.

Purpose of the Study:

• * To investigate the impact of an autonomy-supportive physical activity intervention during recess for Spanish students with special needs.
• * To assess the intervention's effects on students' feelings of autonomy, psychological needs, motivation, and physical activity levels.
• * To compare an autonomy-supportive style with a controlling style and a control group.

Main Methods:

• * Quasi-experimental design involving 62 elementary school students (ages 10-12) with special needs.
• * Intervention groups: autonomy-supportive style, controlling style, and a control group.
• * Assessment of autonomy support, psychological needs, motivation, and physical activity levels.

Main Results:

• * Students in the autonomy-supportive group showed significant increases in autonomy.
• * Physical activity levels significantly increased in the autonomy-supportive condition.
• * Extrinsic motivation significantly decreased in the autonomy-supportive group.

Conclusions:

• * Autonomy-supportive physical activity interventions during recess are effective for students with special needs.
• * Such interventions can enhance motivation and increase physical activity in inclusive educational settings.
• * These findings support the integration of theoretically based physical activity programs in special education.