Abstract
The purpose of this study was to examine the effects of controlling teacher behavior on high school physical education students’ global intrinsic motivation, perceptions of the importance of the subject matter, intentions to be physically active, level of physical activity, and life satisfaction. The sample in this study was comprised of 416 Spanish high school students. Support for the study’s expectations was provided through structural regression analysis. The analysis revealed that a controlling teaching style was negatively associated with the global intrinsic motivation of the students. In turn, global intrinsic motivation predicted the perceived importance of the subject matter, which explained physical activity intentions. Physical activity intentions were positively associated with level of physical activity, which, in turn, explained life satisfaction. The knowledge obtained in this study can be of benefit to teachers and can be beneficial to the design of more adaptive learning environments for students.
Highlights
The interpersonal behavior adopted by teachers of physical education classes can have an important influence upon students [1,2,3,4]
In the Physical Education context, recent work indicates that a great deal of instructional success depends on the approach that teachers assume in teaching the content, which, in turn, affects student motivation [8,9]
The nature of the classroom instructional climate as shaped by the teaching methods of the instructor is of great relevance to the goal of achieving a positive physical education experience and, in turn, in improving the motivation of students such that they can better engage in positive physical activity experiences over the course of a lifetime
Summary
The interpersonal behavior adopted by teachers of physical education classes can have an important influence upon students [1,2,3,4]. In the Physical Education context, recent work indicates that a great deal of instructional success depends on the approach that teachers assume in teaching the content, which, in turn, affects student motivation [8,9]. The nature of the classroom instructional climate as shaped by the teaching methods of the instructor is of great relevance to the goal of achieving a positive physical education experience and, in turn, in improving the motivation of students such that they can better engage in positive physical activity experiences over the course of a lifetime. Vallerand’s [11,12]
Sign-in/Register to view highlights & summary Sign-in/Register to access full text options 
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a callMore From: International Journal of Environmental Research and Public Health
Disclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.
