Effect of autonomy support on self-determined motivation in elementary physical education

Yu Kai Chang, Senlin Chen, Kun Wei Tu, Li Kang Chi

Research output: Contribution to journalArticle

14 Citations (Scopus)

Abstract

Using the quasi-experimental design, this study examined the effect of autonomy support on self-determined motivation in elementary school physical education (PE) students. One hundred and twenty six participants were assigned to either the autonomy support group (n = 61) or the control group (n = 65) for a six-week intervention period. Perceived teacher autonomy, perceived autonomy in PE, and self-determined motivation in PE were pre- and post-tested using validated questionnaires. Significant increases in perceived teacher autonomy and perceived autonomy in PE were observed in the autonomy support group, but not in the control group. Intrinsic motivation was higher in the autonomy support group than that in the control group. From an experimental perspective, these findings suggest that the autonomy support was successfully manipulated in the PE classes, which in turn increased the students’ perceived autonomy and intrinsic motivation.

Original languageEnglish
Pages (from-to)460-466
Number of pages7
JournalJournal of Sports Science and Medicine
Volume15
Issue number3
Publication statusPublished - 2016 Sep

Keywords

  • Intrinsic motivation
  • Perceived autonomy
  • Self-determination theory

ASJC Scopus subject areas

  • Orthopedics and Sports Medicine
  • Physical Therapy, Sports Therapy and Rehabilitation

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