Adolescent Males’ Motivations to be Physically Active: A Qualitative Systematic Review Framed by Self Determination Theory

Figures & data

Figure 1. The self-determination continuum (adapted from Deci & Ryan, 2000).

Figure 2. PRISMA flow diagram on the search screening process for adolescent males’ physical activity motivation.

Table 1. Themes produced toward adolescent males’ experiences of motivations to be active, their understanding of their BPNs and how these are influenced by their identities.

Number	Theme
1	Extrinsic motivations are experienced as feeling of pressure and through identifying the value of PA for health
2	Intrinsic motivations are experienced as fun when the BPN are met
3	Amotivation is experienced when PA is perceived as boring, or environments make adolescents feel uncomfortable
4	The degree of autonomy satisfaction is influenced by choices offered by parents and in PA and pedagogical spaces
5	The degree of competence satisfaction is impacted by comments from peers and perceptions of sporting identity
6	Relatedness satisfaction is a key factor for PA participation that was primarily impacted through peer relationships
7	Adolescent males’ individual and societal identities are overlooked in qualitative studies

Table 2. Included studies and their characteristics.

Authors	Aim	Location of Study	Population	Methodology	Data Analysis	Key Findings
^Citation45	Explore motivation for PA in adolescents with asthma in a 10-week play based intervention.	Norway.	Adolescents with asthma. 13–19 years. All PA.	Qualitative. Semi-structured interviews. Field observations.	Thematic analysis.	Facilitating involvement for adolescents with asthma might help remove previously reported barriers for PA. Demonstrated the importance of understanding asthma by participants and instructors.
^Citation46	The aim of this study was to explore motives, barriers, and enablers to physical activity among those with cystic fibrosis (CF).	UK.	Adolescents with CF. 12–18 years. All PA.	Qualitative. Interviews. Photo elicitation.	Thematic analysis.	Key factors perceived by the participants to encourage/adoption and maintenance of PA: social support; positive history of PA; role models; physical mastery/competence; and positive affect.
^Citation47	ATLAS (Active Teen Leaders Avoiding Screen-time) programme, to engage adolescent boys from low socio-economic backgrounds in PA, reduce consumption of sugary beverages and limit screen-time.	Australia.	Male adolescents 12–13 years. PE lessons	Qualitative. Focus groups.	Thematic analysis.	Suggest embedding health promotion programmes in a need-supportive context can help to foster the motivation and self- regulation required to maintain newly adopted healthier behaviors.
^Citation48	To investigate pupils’ perceptions of and experiences of PE, i.e. their perception of competence, enjoyment/value they attach to games such as soccer and basketball	UK.	All adolescents. 11–15 years. PE lessons	Mixed methods. Questionnaire and focus groups.	Thematic analysis.	Male pupils seem to enjoy games such as soccer and basketball more than female pupils, have higher levels of perceived competence than female pupils and place greater value/importance on contact PE.
^Citation49	Explore how adolescents’, who receive weight management in primary health care, experience barriers to and facilitators for engaging in PA within their social networks.	Norway.	Adolescents classed as obese or overweight. 13–17 year PE lessons	Qualitative. Interviews.	Thematic analysis.	Experiences of PA in their social networks, organizing PA groups that consist of similarly young people classed as overweight can contribute to an increased level of PA and help modify their negative perceptions of such activity.
^Citation50	Explore how adolescents understand their parents’ involvement in sport and how they define ideal and undesirable forms	Norway.	All adolescents 13–14 years. All PA.	Qualitative. Focus groups and interviews.	Thematic analysis.	Young people should be seen not only as subjected to parental involvement but also as active co-constructors of valid parental roles in and beyond the sporting arena.
^Citation51	To understand the determinants of PA and dietary patterns in the population with mild intellectual capabilities.	UK.	Adolescents with mild cognitive disability. 16–18 years. All PA and diet.	Qualitative. Interviews.	Thematic analysis.	School structure, high self-efficacy and social connectedness facilitate increased PA and healthier diet in adolescents with intellectual disabilities. Home life, low self-efficacy and a lack of social connectedness serve as barriers to PA and a healthy diet.
^Citation52	Explore adolescents’ values in relation to diet and PA and how these values can inform health intervention design.	UK.	All adolescents. 13–14 years. All PA and diet.	Qualitative. Semi structured interviews.	Thematic analysis.	Interventions designed to support adolescent health need to focus on aligning health agendas with adolescents’ own values and priorities, creating autonomous forms of motivation for eating well and being active.

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