Implementation of Self-Determination Theory in College Physical Activity Classes

Abstract

Physical activity declines markedly during the college years. Theory-based interventions implemented within basic physical activity courses offer a promising approach for increasing physical activity in this population. PURPOSE: To examine the effect of a need-supportive physical activity class environment on college students’ self-determined physical activity motivation, self-reported physical activity, enjoyment, and stage of change. METHODS: A need-supportive teaching intervention was developed based on Self-Determination Theory and implemented by a group of randomly selected graduate student instructors (n = 7) of a basic instruction college physical activity class (n = 34 classes, 730 students). Other instructors (n = 7) received conventional training (n = 36 classes, 775 students). Students (N = 1,505, M age = 19.4 ± 1.4 years) completed online questionnaires at the beginning, middle, and end of the semester. Self-determined motivation was assessed with the Behavior Regulation in Exercise Questionnaire-2R. Physical activity was assessed with three self-report measures. Need satisfaction was assessed with the Perceived Need Satisfaction in Exercise Scale and student perception of need support from instructors was assessed with the Learning Climate Questionnaire. Physical activity enjoyment was assessed with the Physical Activity Enjoyment Scale and Stage of Change was assessed using a four-item questionnaire. Intervention effectiveness was evaluated with a series of mixed model analyses of variance and effect size estimates via Cohen’s delta (d). RESULTS: Results indicated no meaningful differences in students’ perception of need support between the need-supportive and conventional teaching conditions (d range 0.13 to 0.19). Changes in self-determined physical activity motivation, self-reported physical activity, enjoyment, and stage of change across time points did not differ by teaching condition (p > .05, all ds < 0.15). CONCLUSIONS: The need-supportive teaching condition had no meaningful effect on changes in any variable across time. The disparity between the need-supportive and conventional teaching conditions may not have been distinct enough to elicit differential effects for the two groups, which may explain why no teaching condition effect was found.