The Influence of Self-Determination in Physical Education on Leisure-Time Physical Activity Behavior

Abstract

Using a multitheory approach, this study was designed to investigate the influence of urban adolescents' perceived autonomy and competence in physical education on their physical activity intentions and behaviors during leisure time. A transcontextual model was hypothesized and tested. Urban adolescents (N = 653, ages 11–15 years) completed questionnaires assessing relevant psychological constructs and moderate to vigorous physical activity and then had their cardiorespiratory fitness assessed with the Progressive Aerobic Cardiovascular Endurance Run (PACER) test. Based on our structural equation modeling analyses and fit indexes, the trans-contextual model adequately fit the data. We concluded that the two theoretical frameworks—SDT and theory of planned behavior—can be integrated to provide an enhanced understanding of the influence of physical education on leisure-time physical activity. The results revealed that perceived autonomy and competence in physical education are interrelated and function as a whole for enhancing leisure-time physically active intentions and behavior.