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Open AccessArticle

Influence of Teaching Style on Physical Education Adolescents’ Motivation and Health-Related Lifestyle

1
Department of Psychology, Hum-878 Research Team, Health Research Centre, University of Almeria, 04120 Almeria, Spain
2
Department of Psychology, University of Burgos, 09001 Burgos, Spain
*
Authors to whom correspondence should be addressed.
Nutrients 2019, 11(11), 2594; https://doi.org/10.3390/nu11112594
Received: 27 September 2019 / Revised: 22 October 2019 / Accepted: 24 October 2019 / Published: 29 October 2019
According to various WHO reports in 2018, a large number of adolescents worldwide are either overweight or obese. This situation is the result of not following a healthy and balanced diet, combined with a lack of practice of physical activity. In this sense, Physical Education classes could help to solve the problem. The present study seeks to analyze the relationship between the role of the teacher in relation to the structural dimensions of the PE teaching environment and the basic psychological needs and self-motivation of adolescents as determinants of their behaviors related to eating habits and the practice of physical activity. A total of 1127 secondary school adolescents between the ages of 13 and 18 participated in this study. Questionnaires were used: Perceived Autonomy Support Scale, Psychologically Controlling Teaching Scale, Basic Psychological Needs in Physical Education, Frustration of Psychological Needs in PE context, Physical Activity Class Satisfaction Questionnaire, Perceived Locus of Causality Revised, and WHO’s Global school-based student health survey. A structural equations model was elaborated to explain the causal relationships between the variables. The results showed that autonomy support positively predicted the three structural dimensions of PE classes, while, in contrast, they were negatively predicted by psychological control. The three structural dimensions positively predicted the satisfaction of psychological needs and negatively predicted the thwarting of psychological needs. Self-determined motivation was positively predicted by the satisfaction of psychological needs and negatively predicted by the thwarting of psychological needs. Finally, self-determined motivation positively predicted healthy eating habits and the practice of physical activity and negatively predicted unhealthy eating habits. Certainly, the results obtained in this study support the postulates of the self-determination theory, demonstrating the predictability of PE class context towards the adoption of healthy lifestyle habits, such as a proper diet and the regular practice of physical activity. View Full-Text
Keywords: Physical Education; teacher; motivation; healthy habits; structural dimensions Physical Education; teacher; motivation; healthy habits; structural dimensions
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Trigueros, R.; Mínguez, L.A.; González-Bernal, J.J.; Jahouh, M.; Soto-Camara, R.; Aguilar-Parra, J.M. Influence of Teaching Style on Physical Education Adolescents’ Motivation and Health-Related Lifestyle. Nutrients 2019, 11, 2594.

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