Perceived Controlling Behaviors of Physical Education Teachers and Objectively Measured Leisure-Time Physical Activity in Adolescents.

Andre Koka,Hanna Kalajas-Tilga,Henri Tilga,Vello Hein,Lennart Raudsepp

doi:10.3390/ijerph16152709

Abstract

The facilitative role of perceived autonomy support from physical education (PE) teachers on adolescents’ leisure-time physical activity (PA) has been supported. This study aimed to examine the mechanism by which perceived controlling behaviors from PE teachers relate to adolescents’ objectively measured leisure-time PA. In a three-wave prospective study, a total of 159 students (64 boys) aged 11 to 19 years old (Mage = 14.94 years; SD = 2.11) completed measures of perceived controlling behavior, frustration of the basic psychological needs, and motivational regulations in PE. One week later, motivational regulations towards leisure-time moderate-to-vigorous PA (MVPA) were assessed. Five weeks later, MVPA was measured using accelerometers (ActiGraph GT3X) during seven consecutive days. Structural equation modeling analysis indicated that perceived controlling behavior predicted students’ frustration of basic psychological needs in PE. The competence need frustration in PE had a negative direct effect on objectively measured MVPA. A significant indirect effect supported the mediating role of competence frustration in PE in the relation between perceived controlling behavior from PE teachers and MVPA in adolescents. Findings suggest that future interventions striving to promote adolescents’ PA engagement in their leisure-time should focus on decreasing controlling behaviors from teachers in PE that may manipulate the teacher–student relation.

Highlights

Several systematic reviews support the importance of accumulating at least 60 min/day of moderate-to-vigorous physical activity (MVPA), as suggested by WHO [1], for the promotion of several aspects of health, as well as academic achievement in children and youth [2,3,4]
Findings suggest that future interventions striving to promote adolescents’ PA engagement in their leisure-time should focus on decreasing controlling behaviors from teachers in physical education (PE) that may manipulate the teacher–student relation
The independent samples t-test or Mann–Whitney U-test revealed that students who dropped out from the study following the completion of Time 1 measures perceived their teachers to exhibit significantly higher negative conditional regard (M = 2.98, SD = 1.43 vs. M = 2.59, SD = 1.27, t = 2.30, p < 0.05) and intimidation behavior (M = 2.07, SD = 1.20 vs. M = 1.72, SD = 0.96, U = 6795, z = −2.51, p < 0.05), and scored significantly higher on amotivation towards PE (M = 2.52, SD = 1.41 vs. M = 2.09, SD = 1.32, t = 2.48, p < 0.05) than students who retained for analyses

Summary

Introduction

Several systematic reviews support the importance of accumulating at least 60 min/day of moderate-to-vigorous physical activity (MVPA), as suggested by WHO [1], for the promotion of several aspects of health, as well as academic achievement in children and youth [2,3,4]. Reported physical activity (PA) levels in children and youth may vary across countries [5], about 80% of adolescents worldwide do not meet the recommended guidelines [6]. Understanding the reasons why adolescents are not physically active is a crucial issue. Research suggests that students’ perceptions of need-supportive teaching behaviors from their PE teachers are related positively to autonomous motivation for PE [8,9].

Results

Discussion

Conclusion