Abstract:

Background:Although several studies that rely on self-determinationtheory have shown the positive interrelations among perceived needsupportive  learning  environment,  needs  satisfaction,  quality  ofmotivation, and desired outcomes in the context of physical education,only few studies have tested so far the full sequence of relations withina single integrated model.Purpose:The main aim of this study was to test whether indeed needssatisfaction and in turn quality of motivation mediate the relations ofneed supportive learning environment to physical activity engagementand intentions.Method:Participants were 1120 Spanish students (49.9% males;Mage =11.70 years;SD= 1.63; range = 10–17 years) from 30 classes out of 13primary and secondary schools.Results:The multilevel path model showed a positive relation ofperceived need-supportive teaching to physical activity engagementand intentions by means of needs satisfaction and autonomousmotivation  and  a  negative  relation  of  perceived  need-thwartingteaching to engagement and intentions by means of needs frustrationand  amotivation.  Although  controlled  motivation  was  found  toassociate with need frustration and need-thwarting teaching it was notassociated with engagement and intentions.Conclusion:the presentfindings suggest that the type of teaching styleemployed by the teachers is decisive to achieve positive consequences inphysical education students.

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