Understanding Contextual Relation in Promotion Physical Exercise from Autonomy Support

Juan Antonio Moreno-Murcia,Elisa Huescar Hernandez,Noelia Belando Pedreno,Mari Carmen Neipp Lopez

doi:10.5539/ijps.v9n1p1

Juan Antonio Moreno-Murcia, Elisa Huescar Hernandez + Show 2 more

Open Access

https://doi.org/10.5539/ijps.v9n1p1

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Abstract

To analyze the relationship between perception of support for student autonomy and the interaction of different motivational contexts of the intention to do physical exercise from the framework of the trans-contextual model of motivation (Hagger & Chatzisarantis, 2016) was the aim of this study. The sample consisted of 441 adolescents in physical education classes aged between 12 and 16 (Mage = 14.74, SD = .80), who responded to various questionnaires on perceived autonomy support, motivation in the education and leisure contexts, and intention to do exercise. The model was tested using a structural equation model. The results of structural equation modeling [χ2 (48, N = 441) = 489,69, p = .001, χ2/d.f = 3.98, CFI = .94, IFI = .94, TLI = .93, RMSEA = .08] marked that perceived autonomy support from the teacher was positively relacionated with intrinsic motivation in physical education classes, which in turn was positively associated with intrinsic motivation in leisure time. Perceived autonomy support from family and peers was positively associated with motivation in leisure time, which in turn positively associated with the attitude and control standards. While the intention to practice physical activity was positively associated with the main concepts of the theory of planned behavior. Results are discussed in view of the importance of considering the importance of social models in the stage of adolescence, highlighting the role of promoting autonomy and their influence on inter-contextual motivation in physical exercise.

Highlights

There is a general agreement that the nature of personal and instructional supports from the teacher is one of the aspects that could condition students’ intentions towards learning, their level of academic commitment and their motivation with respect to proposed activities (Turner et al, 2002)
In conjunction with stated before, this study proposed firstly to analyze the relations between the climate of autonomy support developed by the teacher, students’ self-determined motivation in physical education classes and in leisure time and perceived autonomy support from peers and family
The autonomy support generated from the family obtained a higher average value than that of autonomy support generated by the teacher and by peers

Summary

Introduction

There is a general agreement that the nature of personal and instructional supports from the teacher is one of the aspects that could condition students’ intentions towards learning, their level of academic commitment and their motivation with respect to proposed activities (Turner et al, 2002). The Hagger’s proposal from the trans-contextual model of autonomous motivation integrated tenets of self-determination theory (Deci & Ryan, 1985b, 2000), Vallerand’s (1997) hierarchical model of intrinsic and extrinsic motivation, and the theory of planned behavior (Ajzen, 1985, 1991). In this framework, and drawn heavily from the self-determination theory (Deci & Ryan, 1985b, 2000) some studies (Chatzisarantis & Hagger, 2009) have pointed out that the style of autonomy support in physical education classes increased students’ intention to commit to class activities (McLachlan & Hagger, 2010) as well as their participation in sports during leisure context. The concept of autonomous motivation reflects engaging in behavior for reasons of volition and to obtain feeling of satisfaction or competence (Hagger & Chatzisarantis, 2016)

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