The processes by which perceived autonomy support in physical education promotes leisure-time physical activity intentions and behavior: A trans-contextual model

The trans-contextual model proposes that young people’s perceived autonomy support in physical education will affect their perceived locus of causality, intentions, and physical activity behavior in leisure time. High school students completed measures of perceived autonomy support and perceived locus of causality in physical education. One week later, participants ’ perceived locus of causality and constructs from the theory of planned behavior were assessed in leisure time. Leisure-time physical activity behavior was measured 5 weeks later. Perceived autonomy support in physical education affected leisure-time physical activity directly and indirectly through a motivational sequence involving internal perceived locus of causality, attitudes, perceived behavioral control, and intentions. Results support the trans-contextual model indicating that perceived autonomy support in an educational context influences motivation in a leisure-time context. One of the primary aims for physical education is to provide young people with the necessary skills, knowledge, and compe-tence to chose and participate in health-related physical activity in their leisure time (National Standards for Physical Education, 1996; Ntoumanis, 2001; Pate et al., 1995). Physical educatio