The aim of this study is to test a model of motivation based on self-determination theory and which explores the place of 'teacher-student' negotiation. Cross-sectional data were gathered from 549 secondary school students (317 male, 232 female) who answered a questionnaire which included measurements of perceived negotiation, of the satisfaction of needs, of motivation, of perceived enjoyment, of the perception of having learned, of the intention to practise a physical sporting activity outside school. Structural equation analysis has shown that the students who perceived integrative negotiation experienced higher levels of autonomy and relatedness. Autonomy and competence determined self-determined motivation, which in turn positively predicted consequences. The results support selfdetermination theory and support its application in the context of school physical education.

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