Impact of Teachers’ Autonomy Support in Students’ Basic Psychological Needs, Intrinsic Motivation and Moderate-to-Vigorous Physical Activity

Abstract

The students’ active participation in physical education does not always guarantee the fulfilment of the international guidelines on moderate-to-vigorous physical activity (MVPA). The goal of the study was to examine the effects of the teacher autonomy support on the MVPA, basic psychological needs, and intrinsic motivation of primary education students. A three-phase, crossed research design was used in four groups of primary education (grades three, four, five, and six). Eighty-three students (40 boys; 43 girls) completed three physical education sessions with three levels of teacher autonomy support: low, intermediate, and high. They wore WGT3x accelerometers and answered a questionnaire. Results showed significant differences in MVPA, autonomy, competence, and intrinsic motivation (p < 0.001) between sessions one (controlling), two (intermediate-supportive autonomy), and three (full-supportive autonomy). In session three, the students’ MVPA increased to 73.70%. In conclusion, teacher’s autonomy-supportive environment can be modified to increase the students’ intrinsic motivation, basic physiological needs, and MVPA to reach the minimum international standards.