A1 Journal article (refereed)
Effects of a School-Based Intervention on Motivation for Out-of-School Physical Activity Participation (2021)


Barkoukis, V., Chatzisarantis, N., & Hagger, M. S. (2021). Effects of a School-Based Intervention on Motivation for Out-of-School Physical Activity Participation. Research Quarterly for Exercise and Sport, 92(3), 477-491. https://doi.org/10.1080/02701367.2020.1751029


JYU authors or editors


Publication details

All authors or editors: Barkoukis, Vassilis; Chatzisarantis, Nikos; Hagger, Martin S.

Journal or series: Research Quarterly for Exercise and Sport

ISSN: 0270-1367

eISSN: 2168-3824

Publication year: 2021

Volume: 92

Issue number: 3

Pages range: 477-491

Publisher: Routledge

Publication country: United States

Publication language: English

DOI: https://doi.org/10.1080/02701367.2020.1751029

Publication open access: Not open

Publication channel open access:

Publication is parallel published (JYX): https://jyx.jyu.fi/handle/123456789/72908


Abstract

Purpose: We tested the effects of an autonomy-supportive intervention in physical education (PE) on high-school students’ autonomous motivation in PE, and their autonomous motivation, intentions, and physical activity (PA) behavior in a leisure time guided by the trans-contextual model.
Method: PE classes in two schools were assigned to receive either an autonomy-supportive intervention and/or a control intervention via random allocation by the school. The PE teacher of the school assigned to the autonomy-supportive intervention was trained to provide autonomy support while the PE teacher of the school assigned to the control intervention received no training. Students (N = 256) in all classes completed measures of perceived teacher autonomy support, autonomous motivation in PE and leisure time, and beliefs, intentions, and PA in leisure time before and immediately after the intervention.
Results: Results revealed direct effects of the autonomy-supportive intervention on changes in perceived autonomy support. However, there were no direct intervention effects on change in intentions and PA behavior. The intervention also had indirect effects on changes in autonomous motivation in PE and leisure time. Additionally, change in perceived autonomy support had direct effects on change in autonomous motivation in PE and indirect effects on change in leisure-time autonomous motivation. Changes in autonomous motivation in leisure time had direct effects on changes in beliefs and indirect effects on changes in intentions and PA behavior through changes in beliefs.
Conclusion: The study provides valuable information on the effect of autonomous supportive climate on students’ beliefs toward PA in PE lessons and in their leisure time outside of school.


Keywords: young people; health behaviour; physical activeness; physical training; autonomy (cognition); self-regulation (control); intervention study

Free keywords: self-determination theory; self-regulation; theory of planned behavior; trans-contextual model


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Preliminary JUFO rating: 1


Last updated on 2021-09-08 at 13:06