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

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.