Integrating self-determination theory with the social ecological model to understand students' physical activity behaviors

Abstract

In light of the well-documented health benefits of engaging in regular physical activity, much concern has been voiced about inadequate participation in physical activity among school-aged students in recent years. To promote school-aged students' physical activity participation and to achieve public health goals, there is an emerging trend to investigate multilevel theory-based correlates of physical activity to complement the conventional research paradigm of individual-centered influences on physical activity. The primary purpose of this article is to review the self-determination theory and social ecological model, and to provide a rationale for integrating these two frameworks. This approach has the potential to provide a clearer understanding of the decisions school-aged students make regarding being physically active. It can ultimately offer significant and promising insights regarding physical activity intervention strategies for promoting school-aged students' physical activity participation when their lifelong physical activity habits are being developed.

Keywords:

• supportive environment
• physical activity promotion
• motivation
• school

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Corrigendum