Trans-Contextual Model Predicting Change in Out-of-School Physical Activity: A One-Year Longitudinal Study

Abstract

The aim of the current study was to test the long-term predictive validity of the trans-contextual model in accounting for variance in adolescents’ out-of-school physical activity measured by self-report and accelerometer based-devices over a one-year period. Secondary school students ( N = 265) aged 11 to 15 years completed a three-wave survey on two occasions in time, spanning a one-year interval, measuring perceived autonomy support in physical education (PE), peer and parent autonomy support in leisure-time, autonomous and controlled motivation in PE and leisure-time, attitude, subjective norms, perceived behavioural control, intention, and out-of-school physical activity both by self-report and accelerometer-based devices. A variance-based structural equation model using residualized change scores revealed that perceived autonomy support from PE teachers predicted autonomous motivation in PE, and autonomous motivation in PE predicted autonomous motivation in leisure-time. In addition, peer and parent autonomy support predicted autonomous motivation in leisure-time. Autonomous motivation in leisure-time indirectly predicted physical activity intention mediated by attitude and perceived behavioural control. Intention predicted self-reported physical activity participation, although the effect was in the opposite direction to our prediction, but not physical activity measured by accelerometer-based devices. Results support some tenets of the trans-contextual model over a one-year time period, particularly the determinants of physical activity intentions. The introduction of COVID-19 restrictions may explain the negative relationship between intention and self-reported physical activity. Further longitudinal studies are needed to verify the results of the current study.

Perceived Physical Education Teachers’ Controlling Behaviour and Students’ Physical Activity during Leisure Time—The Dark Side of the Trans-Contextual Model of Motivation

“…Using a trans-contextual model of motivation, recent research has found that perceived controlling behaviours might be detrimental to adolescents’ physical activity via the motivations and components of the theory of planned behaviour [ 24 , 25 ]. On the other hand, the trans-contextual model of motivation-based research has also found that autonomy support might have a positive impact on adolescents’ leisure-time physical activities [ 26 , 27 ].…”

Capturing the Features of Physical Activity in Old Adults during the COVID-19 Pandemic: Results of an Italian Survey

“…Moreover, it should be considered that the anthropometric information was self-reported and could be inaccurately measured. At the same time, the levels of participants’ PA were measured through a questionnaire and not using objective instruments such as accelerometers; questionnaire-based and accelerometer-based physical activity measures correlate to psychosocial constructs differently [ 47 ]. Thus, accelerometer-based PA measurements should be preferred as they are a more objective way to capture the levels of physical activity.…”

Effect of Educational Intervention Based on Theory of Planned Behaviour on Physical Activity Intention among Secondary School Teachers of Nepal

“…The PA promotion package was developed using a P-process framework, which has been used to design strategic health communication programs worldwide since 1991 and was improved in 2003 [ 29 ]. TPB-based interventions are effective as it has constructs that lead to intention and behaviour [ 23 ]. P-process has five steps: analysis, strategic design, development and testing, implementation and monitoring, evaluation, and replanning.…”

“…Interventions based on this theory were found most effective in increasing PA intention and behaviour than other theories [ 16 , 20 , 21 ], and an increase in PA was also found [ 22 ]. There is a link between TPB constructs and change in leisure-time autonomous motivation for PA [ 23 ]. PA effect size was also improved using motivating or rewarding approaches [ 24 ].…”