Understanding Physical Activity Intentions in Physical Education Context: A multi-level Analysis from the Self-Determination Theory

Associations between Perceived Teacher Autonomy Support, Self-Determined Motivation, Physical Activity Habits and Non-Participation in Physical Education in a Sample of Lithuanian Adolescents

In this cross-sectional study, we tested the associations between teacher autonomy support, self-determined motivation for physical education (PE), physical activity habits and non-participation in physical education in a sample of adolescents. A total of 715 adolescents (of whom 371 (51.89%) were girls) participated. The ages ranged from 14 to 18 years, with mean ages of 16.00 (SD = 0.79) for girls and 15.99 (SD = 0.75) for boys. The study questionnaire consisted of demographic questions and the Learning Climate Questionnaire, Revised Perceived Locus of Causality in Physical Education Questionnaire, Behavioural Regulation in Exercise Questionnaire 2, Self-Report Habit Index for Physical Activity, Godin Leisure-Time Exercise Questionnaire, Rosenberg Self-Esteem Scale, perceived physical fitness and frequency of non-participation in PE classes. The results showed that perceived teacher autonomy support was directly positively associated with physical activity habits and negatively with non-participation in physical education classes. Autonomous motivation for PE was a mediator between perceived teacher autonomy support and physical activity habits, meaning that higher autonomous motivation was related to higher physical activity habits. Motivation for PE was also a mediator between teacher autonomy support and non-participation in PE. Higher autonomous motivation for PE was associated with less frequent non-participation in PE classes. The findings can inform PE teachers' practice by showing that supporting students' autonomy and strengthening their self-determined motivation can facilitate increased participation in PE classes and the formation of students' physical activity habits.

Effects of a Physical Literacy Breaks (PLBreaks) Program on Physical Literacy and Body Composition in Portuguese Schoolchildren: A Study Protocol

(1) Background: Several studies have shown that active breaks have led to different improvements in their participants. However, no studies have assessed how they affect physical literacy (PL). (2) Aims: Therefore, this study will examine the effect of the PLBreaks programme on school children's PL and body composition. (3) Methods: A parallel-group randomised controlled trial will be conducted with assessments of PL (Canadian Assessment of Physical Literacy Development) and body composition (height, bodyweight, fat mass and fat-free mass) before and after an active breaks programme. PLBreak programme will run for 3 months and will be carried out 3 days a week for 20 min each day. The PLBreaks programme will consist of two blocks of 10 min of different physical activities (PA). The first block will be focused on the acquisition of knowledge and healthy life habits that will contribute to the development of the domains of knowledge and understanding and daily activity. The second block will be focused on physical competence and motivation throughout games. (4) Conclusions: The present study will investigate the efficacy of PLBreaks in schoolchildren in improving their PL and body composition. If the efficacy of the program is demonstrated, including the programme in public education programmes can be possible. This could be a scientific breakthrough in terms of health-related PA improvement and adherence, as well as the prevention of diseases associated with inactivity.

The Relation between Physical Education Teachers' (De-)Motivating Style, Students' Motivation, and Students' Physical Activity: A Multilevel Approach

Research suggests that physical education (PE) teachers can play a crucial role in the promotion of students’ physical activity. Grounded in Self-Determination Theory, this study investigated how students’ perceptions of PE teachers (de-)motivating style relate to students’ device-based physical activity levels during PE. Moreover, it was examined whether students’ motivation plays an intervening role in this relation and whether students’ physical activity differs according to their gender and lesson topic. A sample of 302 secondary school students aged between 11 and 16 years (M = 13.05, SD = 1.04) completed a questionnaire assessing their perceptions of teachers’ (de-)motivating style and their personal motivation toward PE. Students also wore ActiGraph GT3X accelerometers during the PE lesson. Multilevel structural equation modeling revealed that the teachers’ motivating style had a significant positive relation with students’ autonomous motivation, both at the student level and the class level, and teachers’ controlling style had a significant positive relation with students’ controlled motivation and amotivation at both levels. However, in terms of students’ physical activity levels, students’ gender, the lesson topic, and teachers’ controlling style seemed to be more decisive than students’ motivation and teachers’ motivating style.

Integrating Self-determination Theory and Upper Limb Factors to Predict Physical Activity in Patients With Breast Cancer During Chemotherapy

BACKGROUND

Some empirical investigations try to describe the factors that affect the physical activity of breast cancer survivors, but these investigations rarely focus on the basic psychological needs or motivation regulation of breast cancer survivors in physical activity.

OBJECTIVE

The aim of this study was to construct structural equation modeling of the self-determination theory and upper limb factors to predict the physical activity of breast cancer patients during chemotherapy.

METHODS

A total of 236 breast cancer survivors completed measures of basic psychological needs, behavioral regulation in exercise, symptoms and dysfunction of upper limb factors, and physical activity. Path analyses structured the direct and indirect effects (via motivational orientations) of basic psychological needs and upper limb factors on physical activity.

RESULTS

A total of 216 (91.5%) participants met the standard physical activity metabolic equivalent recommended. The final model has a good degree of fit (χ2 = 809.363, df = 391, χ2/df ≤ 2.07 [1-3]; root-mean-square error of approximation, 0.067 [<0.008]). The competence (0.309) of basic psychological needs and amotivation (-0.38) of motivation regulations have the greatest effect on physical activity.

CONCLUSIONS

Competence is the most important basic psychological need of breast cancer patients during chemotherapy, and amotivation is the most important motivation regulation.

IMPLICATIONS FOR PRACTICE

Nurses need to pay more attention to the basic psychological needs and the motivation regulation in breast cancer patients during chemotherapy. Randomized controlled trials of breast cancer survivor interventions based on the self-determination theory are needed.