The effects of teaching fitness in an autonomy-supportive Style
DOI:
https://doi.org/10.47779/ajhs.2017.78Keywords:
Physical activity/exercise, health promotion, behavior change theoryAbstract
This study examined the effects of using motivational education approaches with students in a
university core-curriculum health course. A purposeful sample of 136 college students was used (N = 136;
Mage 19.0, SD = 1.18; female, 54.4%). Measures of physical activity and motivation were administered
both before and after intervention. Participants reported an increase in perceived competence, t(135) =
2.379, p < .05; controlled motivation, t(135) = 2.201, p < .05; and autonomous motivation, t(135) =
2.658, p < .05. Students’ motivation levels and perceptions of competence to engage in physical activity
may be influenced by teachers’ teaching style.
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