Autonomy support in physical education promotes autonomous motivation towards leisure-time physical activity: evidence from a sample of Chinese college students

• Published in: Health promotion international Vol. 35; no. 1; pp. e1 - e10
• Main Authors: Abula, Kahar, Beckmann, Jürgen, He, Zhongkai, Cheong, Chengwa, Lu, Fuquan, Gröpel, Peter
• Format: Journal Article
• Language: English
• Published: England Oxford University Press 01.02.2020
• Subjects: physical education; motivational transfer; trans-contextual model; leisure-time physical activity; autonomous motivation
• ISSN: 0957-4824; 1460-2245
• DOI: 10.1093/heapro/day102

Summary Based on the trans-contextual model, two studies aimed to test whether autonomy-supportive physical education (PE) promotes autonomous motivation towards leisure-time physical activity among Chinese college students. Study 1 was conducted in September 2015 and used a cross-sectional design. Participants were students who provided data on perceived autonomy support and motivation for physical activity. Regression analysis was used to analyze the data. Study 2 took place from September to December 2015 and employed an experimental design. Participants were PE teachers and their students. The teachers were randomized to either an intervention or a control group and those in the intervention group received a 3-month long autonomy-supportive intervention program. Their students provided data on motivation. The data were analyzed with repeated measurement analysis of variance. A total of 681 students aged 16–26 years participated in Study 1. Perceived autonomy support predicted autonomous motivation in PE (β = 0.18, P = 0.001), which in turn predicted autonomous motivation towards leisure-time physical activity (β = 0.51, P = 0.001). Ten PE teachers (28–53 years) and 258 students (16–26 years) participated in Study 2. Students who were educated by the intervention teachers had significantly stronger autonomous motivation towards leisure-time physical activity than students educated by the control teachers after the intervention, (F = 12.41, P = 0.001). The results suggest that PE may serve as an effective platform to promote an active lifestyle among Chinese college students when teachers provide students with an experience of autonomy.