Introduction. Intrinsic motivation is essential for establishing life-long positive behaviors. In Physical Education (PE), this variable may have a significant impact on students’ choice of adhering to an active lifestyle both in the short and long term. Many tools have been developed for the assessment of intrinsic motivation, among which the Intrinsic Motivation Inventory (IMI) was built based on the Self-Determination Theory. The aim of this study is to examine a version of the IMI adapted to PE (IMI-PE). Methods. A total of 660 customers of a Sports Service Center responded to the IMI-PE and 39 individuals carried out a test–retest of the tool within two weeks. Results. The initial model including the original pool of items showed low indexes of goodness of fit. However, the removal of item 6, 8, 13, and 14 led to excellent parameters for the four-factor model (CFI = 0.96, and SRMR = 0.0420). Internal consistency and reliability analyses confirmed the robustness of such model. The final IMI-PE, comprising 14 items distributed into four factors, represents a robust assessment tool for the analysis of intrinsic motivation in PE.

Physical Education (PE) teachers’ professional and personal skills may not only affect the quality of the teaching-learning processes in PE, but also individuals’ future active/inactive behaviors. The aim of this study is to examine the structure of a pool of items developed for measuring individuals’ perception of such skills in PE teachers. Exploratory Factorial Analysis and a following structural modeling test on data collected from 660 participants suggest a two-factor structural model for the 10 items considered (χ2 = 191.155; df = 34; CFI = 0.953, and SRMR = 0.0529), with good internal consistency for both factors (factor 1: alpha = 0.879; omega = 0.878; factor 2: alpha = 0.850, and omega = 0.858) and the overall instrument (alpha = 0.892; omega = 0.895). The final “Teachers’ Personal and Professional Skills Questionnaire” is a valid instrument that may be used alone or in combination with other instruments for the analysis of the quality of teaching-learning processes in PE environments and its impact on individuals’ behaviors regarding physical activity in their adult life.