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

Datos Bibliográficos

ID15465895
AutoresAndre Koka (0000-0002-2011-8650, University of Tartu, autor de correspondencia), Henri Tilga (0000-0002-6363-4882, University of Tartu), Hanna Kalajas-Tilga (0000-0001-6397-2753, University of Tartu), Vello Hein (0000-0002-2116-523X, University of Tartu), Lennart Raudsepp (0000-0002-8765-9419, University of Tartu)
Año2019
Volumen16
Número15
Páginas2709-2709
Fecha de publicación2019-07-30
Peer ReviewedSí
Open AccessSí
TipoARTICLE
RevistaInternational Journal of Environmental Research and Public Health (JOURNAL)
Identificadores de la revistaISSN: 1661-7827 • E-ISSN: 1660-4601
EditorialMultidisciplinary Digital Publishing Institute (PUBLISHER • CH)
DOI10.3390/ijerph16152709
PMID31366009
OpenAlexW2966111348
IdiomaEN
Citas recibidas11
Referencias citadas60

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 ( M age = 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

Autonomy · Competence (human resources · Developmental psychology · Frustration · Leisure time · Physical activity · Physical education · Physical therapy · Psychological intervention · Self-determination theory · Structural equation modeling · Children's Physical and Motor Development · Clinical Psychology · Medicine · Motivation and Self-Concept in Sports · Psychology · Social Psychology · Youth Development and Social Support