Abstract
ABSTRACT Constraints-led approach (CLA) is widely used in physical education (PE). This four-phased study aimed to develop a self-report measurement of students’ perceived constraints support in PE. The relationships among students’ perceived constraints support, competence and novelty need satisfaction, motivation, effort, and engagement in PE were also confirmed in the study. Items were developed from focus group interviews, exploratory factor analysis, confirmatory factor analysis, and other analyses. The resulting instrument, the Constraints Support Scale in Physical Education (CSS-PE), demonstrated sound psychometric properties. The scores from CSS-PE were found to reliably and validly reflect students’ perceived constraints support. Perceived constraints support positively predicted competence and novelty need satisfaction, and both need satisfaction contribute to autonomous motivation in PE. Perceived constraints support positively predicted effort and engagement in PE. The study provided preliminary evidence of the effectiveness of CSS-PE in generating reliable and valid inferences about students’ experiences in PE.
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