Effect of School Physical Education Motivational Climate on Students’ Enjoyment and Intentions: A Self- Determination Theory Approach

Authors

  • Stefanos Perkos University of Thessaly, Department of Physical Education and Sport Science
  • Vasilios Barkoukis Aristoteles University of Thessaloniki, Department of Physical Education and Sport Science
  • Panagiotis Androutsopoulos Physical Education Teacher, Pirgos, Hellas

DOI:

https://doi.org/10.26253/heal.uth.ojs.ispe.2015.1443

Keywords:

controlling climate, self-determination theory, enjoyment, school physical education

Abstract

This study examines the effect of two dimensions of controlling climate on cognitive-emotional consequences during participation in Physical Education (PE) classes and the mediating role of motivational regulation. Subjects were 297 male and females high-School students attending typical co-educational high schools in West Peloponnese (Mage=14.73, SD=.50). All students completed a questionnaire including measures of controlling climate, motivation in PE, enjoyment and intention for participation in out-of-school
physical activities. The results of the regression analysis revealed a negative effect of controlling climate on enjoyment from participation in PE lessons, while, autonomous motivation had a positive effect. Finally, there was no relation between motivational climate and students’ intention for participation in out-of-school physical activities. This study is one of the first studies examining controlling climate in school PE. Future research should investigate more dimensions of controlling climate in PE.

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Published

2015-04-30

How to Cite

Perkos Σ., Barkoukis Β., & Androutsopoulos Π. (2015). Effect of School Physical Education Motivational Climate on Students’ Enjoyment and Intentions: A Self- Determination Theory Approach. Inquiries in Physical Education and Sport, 13(1), 32–41. https://doi.org/10.26253/heal.uth.ojs.ispe.2015.1443

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