Impact of teaching behaviours in Physical Education on the students’ intention to practice physical activity and basic psychological needs
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- Zilia Villafaña-Samper+−
- Javier García-Cazorla+−
- Carlos Mayo-Rota+−
- Diego Esteban-Torres+−
- Ángel Abós+−
DOI:
https://doi.org/10.17979/sportis.2026.12.2.12787Abstract
The high rate of physical inactivity during adolescence makes physical education a key context for promoting healthy habits. In this process, teachers play an essential role through the motivational styles they use in their classes. Based on Self-Determination Theory and the circumplex model, this study aimed to analyze which (de)motivating teaching styles influence students’ autonomy and competence satisfaction and frustration, and how these variables predict their intention to be physically active. A cross-sectional design was used, with a sample of 260 students aged between 12 and 18 (Mage = 14.54; SD = 1.28; 51.5% girls). The findings highlighted the importance of need-supportive strategies, especially participative behaviours, and avoiding need-thwarting strategies, such as demanding, domineering, and abandoning behaviours, to facilitate students’ competence satisfaction and to prevent autonomy frustration, which conduce to a more active lifestyle for students. Therefore, it is essential to train teachers in participative behaviours and minimize the use of need thwarting behaviours, given the effect they have on students’ intention to be physically active.
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References
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