The aim of this cross-sectional study was to investigate the relationship between teacher learning support, motivational climate and self-regulated learning in upper-secondary school physical education. A sample consisting of 554 upper secondary school students from Norway (Mage = 17.05, SD = 0.91) answered a survey pertaining to their everyday experiences in physical education. A multiple regression based structural equation model indicated that teacher learning support, egoinvolving motivational climate and task-involving motivational climate were all significant positive predictors of self-regulated learning, with teacher learning support emerging as the most prominent predictor. These results add to the cumulative knowledge that exists on the relationship between teacher dependent environmental factors and individual behavior within the physical education context.

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Background and purpose: Physical education remains one of the most liked school subjects irrespective of grade level or geography. Nevertheless, there are sections of the student body who dislike the subject immensely, and even more who think it should be organized differently. There have been longstanding accusations from the less competent students claiming that the physical education teachers and the curriculum favor the competent. Despite clear refusals of any conscious favoritism from the teachers themselves, perceived competence is one of the premier predictors for liking and being motivated to participate in the subject, the other being participation in organized sport. The purpose of this study was therefore to refute or confirm the veracity of the aforementioned claims by investigating the relationship between perceived competence and teacher dependent support in upper secondary school physical education.Participants and methodology: 1133 upper secondary school students (Mage = 17.2, SD = 0.86) from Norway (n = 554) and Iceland (n = 579) participated in a cross-sectional survey. Four different teacher dependent support variables were measured using self-reporting: perceived competence support, perceived relatedness support, perceived autonomy support and perceived teacher learning support. To simplify comparison between groups the sample was divided into three units, highly competent students, moderately competent students and less competent students. Results and conclusion:A one-way multivariate analysis of covariance (MANCOVA), with gender as a covariate, found indications of biased teacher behavior, thus supporting the aforementioned accusations. Even though some discrepancy may exist between the reported and the actual support levels, the students respond and react in accordance with their perceptions, which is why their perceptions are of concern. These findings are incongruent with the aims of the subject, and indicate that modified practices are needed if a more equal learning environment for all students is desired. To reverse the current trend, we have provided three measures that we believe can reduce the aforementioned discrepancy. Firstly, PE teachers must become more aware of their own biases, recognizing their tendency to treat the competent more favorably. Secondly, challenges related to the students who show less appreciation for the subject should become more prominent in the physical education teacher education. Finally, the advantage those who participate in leisure time sporting activities have, over those who do not, should be reduced by reevaluating the current curricular implementation.

Studiens hensikt var å undersøke forholdet mellom elevers tilhørighet i kroppsøvingstimene, deres opplevelse av motivasjonsklimaet i faget og deres intensjon om å være fysisk aktive etter endt obligatorisk skolegang, samt å undersøke i hvilken grad autonom og kontrollert motivasjon medierte det ovennevnte forholdet. Tverrsnittsdata fra 2610 avgangselever ved ungdoms- og videregående skoler fra fire forskjellige geografiske områder i Norge dannet grunnlaget for mediasjonsanalysen. Denne målte indirekte effekter ved hjelp av en bias-korrigert bootstrapping metode. Resultatene viste at opplevd tilhørighet og opplevd mestringsklima i faget var positivt assosiert med elevers intensjoner om å være fysisk aktive etter endt skolegang, både uavhengig av og mediert gjennom elevenes autonome motivasjon. Prestasjonsklima var imidlertid negativt assosiert med intensjon gjennom amotivasjon, og positivt assosiert med intensjon gjennom kontrollert motivasjon. Studien viser at opplevelser av gode relasjoner mellom alle deltakende parter i kroppsøvingstimene, samt mestringsorientert motivasjonsklima, kan være viktig for en fysisk aktiv livsstil gjennom intensjon om fysisk aktivitet etter endt skolegang. The relationship between students’ motivation for physical education, sense of belonging and perceived motivational climate, and their intentions to be physically active after graduation The objective of this study was to examine the relationship between physical education students’ sense of belonging, perceived motivational climate, and intentions to be physically active after graduation, and to explore the mediating effect self-determined motivation had on the aforementioned relationship. The study utilized cross-sectional data from 2610 lower- and upper secondary school students from four different geographical areas in Norway. The results of a mediation analysis of indirect effects showed that a sense of belonging and a perceived mastery climate were positively associated with the students’ intention to be physically active past graduation; both directly and mediated through the students’ autonomous motivation. The relationship between performance climate and students’ intentions to be physically active appears to be divergent, with the indirect effect through amotivation being negative, while the indirect affect through controlled motivation was positive. The present study provides evidence of associations between students’ sense of belonging in physical education and mastery climate and the intention of physically active post-graduation lifestyle among students.

The purpose of this study was to examine the relationship between legal stops and winning in team handball. Real-time analysis was performed on all games played in the Icelandic elite division for both males and females (regular season and playoffs) between 2017–2021 (854 games [570 male games, 284 female games], 32,392 legal stops in total). Legal stops were assessed as any physical action by a defensive player that resulted in the stop of play, without the defensive player being penalized or the offensive player receiving a 7-meter throw. The results from a multinomial logistic regression analysis indicated that legal stops were significantly associated with winning games in the male league. No statistically significant relationship was found between illegal stops and game outcome for either sex. However, 2-minute suspensions were found to be positively associated with winning in the male league.