THE EFFECTS OF TEACHING FITNESS IN AN AUTONOMY-SUPPORTIVE STYLE

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. Keywords: Physical activity/exercise, health promotion, behavior change theory
INTRODUCTION Often, courses offered within colleges' core curricula include health-related classes, but data suggest these courses currently fall short in achieving their intended goals. While in high school, 33% of [...]