Teacher motivational strategies and student self-determination in physical education

Physical Education teachers can influence students’ self-determination through the motivational strategies they use. This study examined the relationship between teachers’ perceptions of class average self-determination, the teachers’ self-determination, and their reported use of three motivational strategies: Autonomy support, structure, and involvement. Furthermore, the relationship between the three motivational strategies, students’ perceptions of psychological need satisfaction and students' self-determination was examined. Also, the relationship between teachers’ and students’ self-determination was investigated. Multilevel and standard regression analyses revealed that teachers’ perceptions of class average self-determination predicted their reported use of the motivational strategies, and this relationship was mediated by their own selfdetermination. Also, student perceptions of the three strategies impacted positively upon their own self-determination, and this relationship was mediated by their reported satisfaction of autonomy and competence. Finally, teachers’ self-determination did not predict students’ self-determination. The importance of promoting an adaptive motivational context for both teachers and students is discussed with reference to selfdetermination theory.