TAYLOR, I.M., 2017. Reciprocal effects of motivation in physical education and self-reported physical activity. Psychology of Sport and Exercise, doi:10.1016/j.psychsport.2017.01.003.
Objectives: The present study tested whether self-reported school and leisure-time physical activity have
a reciprocal relationship with Physical Education (PE)-based motivational regulations described by selfdetermination theory. Participants were 635 11- and 12-year-old school children from the United
Design & Method: A cross-lagged longitudinal design over two time points was employed. Study hypotheses
were analyzed using latent factor reciprocal effects models.
Results: Following temporal invariance tests, data revealed positive relationships between both types of
physical activity and subsequent changes in autonomous motivation, but not the oft-stated reverse relationship. No relationships were observed involving introjected regulation. Theoretically aligned relationships between external regulation and changes in physical activity were observed, but no reverse
relationships. Both types of physical activity behavior were negatively associated with changes in amotivation in PE, but surprisingly, amotivation in PE positively predicted changes in leisure-time physical activity.
Conclusions: In general, physical activity participation may help children internalize reasons for
partaking in PE and foster self-determination. However, the widespread theory that self-determined PE motives can develop school and leisure-time physical activity participation was not compellingly demonstrated.
This paper is closed access until 17th July 2018.
This study was supported by a grant from the Nuffield Foundation (SGS/39228).