How Can Perceived Autonomy Support Influence Enrollment in Elective Physical Education? A Prospective Study

Abstract

This prospective study was designed to investigate the influence of high students' perceived teacher autonomy support in mandatory physical education on their intention and actual enrollment in elective physical education. Participants included 545 ninth-grade students enrolled in three suburban high schools in a major midwestern metropolitan area. A series of hypothesized models related to autonomy support within the Theory of Planned Behavior were tested. Structural equation modeling results demonstrated that perceived autonomy support provided by teachers in mandatory physical education could predict elective physical education enrollment indirectly via the mediation of attitudes and intention in the Theory of Planned Behavior. Providing support for students' autonomy in physical education may hold potential promise for enhancing their future physical activity engagement.

Key words:

• Attitudes
• Intention
• High school students

Additional information

Notes on contributors

Bo Shen

Please address correspondence concerning this article to Bo Shen, Division of Kinesiology, Health, and Sport Study, Wayne State University, Detroit, MI 48202.