Autor(es): Leo, Francisco ; Behzadnia, Behzad ; López-Gajardo, Miguel ; Batista, Marco ; Pulido, Juan
Data: 2022
Identificador Persistente: http://hdl.handle.net/10400.11/8240
Origem: Repositório Científico do Instituto Politécnico de Castelo Branco
Assunto(s): Basic psychological needs; Motivation; Physical activity; Self-determination theory; Teaching behaviors
Purpose: Based on a multilevel approach (individual and class level), this study aimed to test which need-supportive/thwarting teaching styles were more closely associated with students’ motivation and other positive physical education (PE) out-of-school consequences. Method: Participants were 654 primary (n = 385) and secondary (n = 269) PE students (Mage = 11.96 ± 1.95; boys = 317 and girls = 337). Results: The three need-supportive teaching behaviors were related to autonomous motivation, PE importance and usefulness, and the intentions to practice physical activity at the individual level; the role of competence support at both individual and class levels is highlighted. Competence-thwarting style was also negatively related to autonomous motivation at both levels, and jointly to relatedness-thwarting behaviors positively to a motivation at the individual level. Conclusion: Our results provide insight into how the specific type of interpersonal styles adopted by teachers can be decisive to achieve positive PE outcomes in and out of school.
