Motivational processes in physical education and objectively measured physical activity among adolescents

Abstract

Purpose: Grounded in self-determination theory (SDT), the present study tested how students' perceptions of autonomy support from physical education teachers predicts objectively measured moderate-to-vigorous physical activity (MVPA) of adolescents. According to SDT, it was expected that psychological needs and autonomous and controlled forms of motivation would mediate these relationships.

Methods: Students (n = 397) aged from 11 to 15 years in 17 different schools filled in questionnaires regarding SDT variables. In addition, objective MVPA was measured using an accelerometer (ActiGraph GT3X; ActiGraph, Pensacola, FL, USA) for 7 days. Structural equation modelling was used to examine the hypothesized relationships among the study variables.

Results: The theory-based model showed a good fit with the data: χ² = 642.464, df = 257; comparative fit index = 0.932; non-normed fit index = 0.921; root mean square error of approximation = 0.062; root mean square error of approximation 90% confidence interval: 0.054-0.067. As hypothesized, there was a significant and positive direct relationship between autonomy support and need satisfaction (β = 0.81, p = 0.001). In turn, need satisfaction positively predicted intrinsic motivation (β = 0.86, p = 0.001). Intrinsic motivation was positively related to MVPA (β = 0.29, p = 0.009). A significant indirect effect (β = 0.20, p = 0.004) supported the mediating role of psychological need satisfaction and intrinsic motivation in the relationship between perceived autonomy support and objectively measured MVPA.

Conclusion: The findings of the current study support the applicability of the SDT-based model in explaining the antecedents of objectively measured MVPA of adolescents. To enhance adolescents' daily MVPA, special focus should be put on increasing their intrinsic motivation toward physical education.

Keywords: Accelerometer; Motivation; Physical activity; Physical education; Self-determination theory.

Graphical abstract

Fig. 1

Hypothesized model of the motivational processes. Oval-shaped variables represent latent variables, and rectangular-shaped variables represent manifest variables. Solid lines indicate significant relationships, and the dotted line indicates the path freed in the test of the model but hypothesized to be 0. For visual simplicity, covariances between different forms of motivation and indicators of the latent variables are not shown. “+” denotes a positive path; “–” denotes a negative path. Also, indirect effects from perceived autonomy support on motivational regulations through need satisfaction and from perceived autonomy support on moderate-to-vigorous physical activity through need satisfaction and motivational regulations were tested.

Fig. 2

The structural equation model measuring the relationships between perceived autonomy support and MVPA through need satisfaction and motivation. Four specific indirect effects of perceived autonomy support on MVPA were tested: (1) need satisfaction and intrinsic motivation, (2) need satisfaction and identified regulation, (3) need satisfaction and introjected regulation, and (4) need satisfaction and external regulation. In addition, 4 indirect effects of perceived autonomy on motivational regulations through need satisfaction were tested. Solid lines indicate significant relationships, and dotted lines indicate nonsignificant relationships. For visual simplicity, covariances between all forms of motivations are not shown. Covariances of the disturbance terms were: r_{intrinsic motivation-identified regulation} = 0.17, r_{intrinsic motivation-introjected regulation} = 0.00, r_{intrinsic motivation-external regulation} = ‐0.25**, r_{identified regulation-introjected regulation} = 0.50***, r_{identified regulation-external regulation} = 0.05, r_{introjected regulation-external regulation} = 0.54***. *p < 0.05, **p < 0.01, ***p < 0.001.