What Motivates Secondary School Teachers to Continue to Use Classroom-Based Physical Activity? A Self-Determination Theory Approach

Abstract

ABSTRACT Purpose This study aimed to examine the motivational regulations of secondary school teachers to use classroom-based physical activity (CBPA). Methods A total of 148 secondary school teachers (response rate, 34%) completed a survey including the Behavioral Regulation in Exercise Questionnaire (α = 0.79–0.92), the Intrinsic Motivation Inventory perceived competence (α = 0.85) and perceived autonomy (α = 0.86) subscales, and the perceived relatedness with students scale (α = 0.93). Results English, Norwegian, and mathematics CBPA were used by 13%, 26%, and 22% of respondents, respectively. Thirty-seven percent of the teachers reported using in-class physically active breaks one to four times a week or daily. There was a positive correlation between teachers’ perception of autonomy, competence, relatedness with students, and self-determined regulations for applying CBPA. A stepwise regression analysis showed that identified regulation for CBPA and perceived competence explained 31% of the likelihood of using CBPA in future teaching. Conclusion To improve rates of teachers using CBPA on a regular basis in secondary school, implementers need to focus on strengthening teachers’ personal held values about and perceived competence for using CBPA.