Teaching practices in physical education and the intention to be physically active. Model mediated by motivational processes
DOI:
https://doi.org/10.55040/s590jy87Keywords:
Physical education, students, motivation, basic psychological needs, structural equation modelingAbstract
Regular physical activity protects against chronic dis-eases, but current levels in the child population fall short of recommendations, making school physical education a key setting to pro-mote lasting active habits. In this con-text, the objective was to analyze an explanatory model of the effect of task presentation on the intention to be physically active, considering the mediation of corrective feedback, its perceived legitimacy, and the satisfaction of basic psychological needs. A cross sectional correlational study was conducted with 281 Mexican fifth grade students; confirmatory factor analyses and structural equation models were applied. The results showed adequate fit indices and a positive chain of relations from task presentation to the intention to be physically active, through corrective feedback, perceived legitimacy, and satisfaction of basic psychological needs, revealing full mediation. These findings are consistent with research linking the quality of teacher communication and the satisfaction of basic psychological needs with stronger intentions to engage in physical activity, extending the evidence by integrating specific teaching practices and sequential motivation-al processes. It is concluded that the influence of teachers’ task presentation on the intention to be physically active is fully explained by legitimate corrective feedback and the satisfaction of basic psychological needs, highlighting the im-portance of teaching practices that sup-port these needs to promote active life-styles in the school population.
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