Abstract
The study determined the potential factors in the engagement of students’ physical activity beyond regular physical education class. Participants were 476 secondary students aged between 16 and 22 from randomly selected public and private schools of Metro Cebu, Philippines. Cross-sectional survey design was used to examine the potential factors of students in engaging physical activity such as autonomy support, behavioural regulations, and intentions outside school. The study highlighted on the presence of physical learning resources or equipment as perceived by students as strong support in the continuous engagement in physical activity. Moreover, internal regulation is more accepted reason for students in allowing themselves to participate in any physical activity. Further, the intention of the students in partaking in physical activity is a form of leisure time for them. It is concluded that students and/or individuals will participate or engage in physical activity if they perceived supported and motivated. Additionally, it is recommended to provide and/or maintain high quality P.E. learning resources and fortify the engagement of students in physical activity in school through physical education subject to ensure higher transcendence at home and in the community. 
 
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Highlights
There are three identified factors such autonomy support, behavioural regulations and physical activity intention that can influence the student to decide to engage in physical activity beyond physical education class
The survey questionnaire has four parts, part A answers on the personal choice of physical activity done outside school using the Sport Climate Questionnaire (Brickell, Chatzisarantis, & Pretty, 2006; Deci, 2001; Hagger et al, 2003), part B describes on the perceived autonomy support of students inside classroom physical education using Perceived Locus of Causality scale (Goudas, Biddle, & Fox, 1994), part C shows the students’ varied behavioral regulations towards physical activities in their physical education class (Hagger et al, 2003) and part D is the physical activity intention of students to do physical activity outside school (Ajzen and Madden, 1986)
Having sports facilities or adequate P.E. learning resources augment the motivation and/or intention of the students to engage in physical activity
Summary
Physical education teachers, as professionally trained, are highly capable of providing the needed motivation in increasing students’ participation in physical activity. The Self-determination Theory (SDT) provides approaches in indicating the potential factors in understanding students’ participation in physical education (Deci & Ryan, 1991, 2000). This theoretical approach has been successful in the perspective of education (Ryan & Deci, 2006; Vallerand, Fortier, & Guay, 1997) and in different sporting events (Hollembeak & Amorose, 2005 and Thogersen-Ntoumani & Ntoumanis, 2006). The study was conducted to draw and identify areas for improvement and strong points of the physical education classes and subsequently propose for an improved delivery of the program for curriculum enrichment in junior Physical Education classes in line with K to 12 Basic Education Reform
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