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 editorsBarkoukis, Vassilis; Chatzisarantis, Nikos; Hagger, Martin S.

Journal or seriesResearch Quarterly for Exercise and Sport

ISSN0270-1367

eISSN2168-3824

Publication year2021

Publication date09/07/2020

Volume92

Issue number3

Pages range477-491

PublisherRoutledge

Publication countryUnited States

Publication languageEnglish

DOIhttps://doi.org/10.1080/02701367.2020.1751029

Publication open accessNot 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.


Keywordsyoung peoplehealth behaviourphysical activityphysical trainingautonomy (cognition)self-regulation (control)intervention study

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


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Ministry reportingYes

Reporting Year2021

JUFO rating1


Last updated on 2024-03-04 at 20:56