Predicting Change in Middle School Students’ Leisure-Time Physical Activity Participation: A Prospective Test of the Trans-Contextual Model

Abstract

We applied the trans-contextual model (TCM) to examine effects of middle school students’ perceived autonomy support from their physical education (PE) teachers on autonomous motivation toward PE in school and, critically, autonomous motivation toward, and actual participation in, leisure-time physical activity (PA). The research adopted a three-wave prospective design enabling the modeling of change in the TCM constructs over time. Middle school students (N=248) aged 12 to 16 years reported their perceived autonomy support, autonomous motivation in PE, autonomous motivation toward leisure-time PA, attitudes, subjective norms, perceived behavioral control (PBC), intentions for PA in leisure-time, and leisure-time PA participation. The psychological constructs and leisure-time PA were measured at baseline (T0) and at a first follow-up occasion (T1) 5 weeks later. Another measure of PA was taken at a second follow-up occasion (T2) a further 5 weeks later. A single-indicator structural equation model using residualized change scores revealed that perceived autonomy support predicted autonomous motivation in PE (β=.345), and autonomous motivation in PE predicted autonomous motivation for leisure-time PA (β=.484). Autonomous motivation towards leisure-time PA predicted attitudes (β=.425), subjective norms (β=.264), and PBC (β=.517). Autonomous motivation towards leisure-time PA (β=.376), attitude (β=.231), and subjective norms (β=.185) predicted intentions toward leisure-time PA, and intentions predicted PA (β=.198). Findings extend research on the TCM by demonstrating its efficacy in predicting change in middle school students’ autonomous motivation across PE and leisure time contexts, and accounting for change in intentions toward, and actual participation in, leisure-time PA.

Detrimental Effect of Perceived Controlling Behavior from Physical Education Teachers on Students’ Leisure-Time Physical Activity Intentions and Behavior: An Application of the Trans-Contextual Model

“…This seems to indicate that students’ intention to participate in leisure-time physical activity in the future may also be instigated by autonomous motivation toward physical activity regardless of the formation of beliefs about physical activity. Although contrary to the hypothesis of the trans-contextual model and the current study, the direct effect of autonomous motivation toward physical activity on intention is consistent with the results of the study with the sample of middle school students [ 54 ] as well as with the sample of university students [ 55 ]. The significant direct effect of autonomous motivation toward leisure-time physical activity may reflect the more automatic, spontaneous formation of the intention for future engagement in physical activity among school students in their leisure time [ 55 ].…”

Using Physical Education to Promote Leisure-Time Physical Activity in Lower Secondary School Students: The PETALS Trial

“…Our study supports ndings from recent research that shows that multiple predictions of the TCM hold when modeling change in constructs over time [43]. However, contrary to our hypotheses, we found no support for the e cacy of the autonomy-supportive intervention at increasing students' leisure-time physical activity and related constructs from the TCM.…”

“…Increasing perceived autonomy support is likely to enhance students' motivation toward, and engagement in, physical activity in their leisure time through the mediation of the TCM constructs [42]. A recent study has provided additional support for this, demonstrating that change in model constructs over time results in change in motivation and physical activity engagement [43].…”

Predictors of in‐school and out‐of‐school sport injury prevention: A test of the trans‐contextual model

“…Promoting autonomous motivation in PE may be achieved through training teachers to be more autonomy supportive toward sport injury prevention in lessons 37,40,65 and using a number of SDT behavior change techniques. 66 However, research would need to confirm whether the model is able to explain change in outcomes as preliminary research seems to suggest, 67 and whether interventions targeting particular constructs lead to subsequent changes in behavior.…”