Future Intent to Run and Running Performance of Students Exposed to a Traditional versus an Autonomy Supportive Motivational Running Program

Abstract

Background. The study's primary purpose was to investigate whether an autonomy supportive motivational climate in a running program would increase future running intent among high school students. A secondary purpose was to examine whether the program would increase individual performance in the Cooper 12-minute run. Methods. Students participated in a 4-month running intervention program which included four timed runs, one per month, and a future intent questionnaire prior to the start of the timed runs and following the last run. Results. Factorial repeated measures ANOVA revealed significance regarding future intent (P = .026) at both schools. Factorial repeated measures ANOVA indicated differences between the runs at both schools (P < .001). Paired samples t-tests were conducted to look at significance with paired runs. Results revealed significance in two of the six pairs at the treatment school, notably between the first and last timed runs (P = .004). Only one pair was found to be significant (P < .001) with the control school. Conclusion. At both schools, the overall number of laps increased as well as future intent to run scores. The results do not support evidence of a greater effect from the autonomy supportive environment over a traditional environment.