Abstract
(1) Background: Self-determination theory (SDT) claims that need supportive behavior is related to the satisfaction of the basic psychological needs: autonomy, relatedness and competence. The student–teacher relationship is of special interest to understand mechanisms of physical activity behavior change in physical education (PE). (2) Methods: In this cross-sectional study, 481 girls answered a German version of the Basic Psychological Need Satisfaction (BPNS) in PE Scale. Contrary to previous studies, the psychometric properties of this scale were examined by multilevel confirmatory factor analysis. (3) Results: A model with three latent factors on both levels showed acceptable fit and all items showed significant factor loadings. Although one item was excluded due to psychometric reasons, the scale showed good internal consistencies; α = 0.85 at the individual level and α = 0.84 at the class level. Subscales’ internal consistency at the individual levels was good, while at class level, the scores differed from poor to good. Small significant correlations of BPNS with moderate to vigorous physical activity support criterion validity. (4) Conclusion: The 11-item scale is a valid measurement tool to assess BPNS in PE and further application in the school setting would broaden the insights into the psychological impacts of SDT in PE.
Highlights
Numerous studies have pointed out the insufficient physical activity (PA) levels of children and adolescents in industrialized countries [1,2,3,4]
In light of the long-term consequences of physical inactivity, the World Health Organization (WHO) [5] predicts a generation of people suffering from chronic diseases all of which often exacerbated by too little PA
Participants come from households with an average socioeconomic status (SES) of 49.80 (±15.96, median = 48, IQR = 25.00, N = 412)
Summary
Numerous studies have pointed out the insufficient physical activity (PA) levels of children and adolescents in industrialized countries [1,2,3,4]. Programs that promote children’s and adolescents’ PA are needed from an early age on [6]. The school setting provides the opportunity to implement appropriate programs [7], since every child and adolescent, independent of age and SES, is necessarily involved in activities embedded in the curriculum. Physical education (PE) teachers are well suited to motivate and educate children in adopting an active and healthy lifestyle, but how this support works in practice is in need of clearer definition in the context of PE
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