The Effect of Physical Education in Schools on the Motivation and Physical Activity Behavior of Adolescents: An Examination of the Trans-Contextual Model

The purpose of this study was to investigate the trans-contextual model of the role of physical education in school on the motivation and physical activity behavior of adolescents. The research method was descriptive-correlational, which was performed cross-sectionally. The participants included 513 adolescent boys and girls who were selected by using a convenience sampling method. The main research variables included variables related to self-determination theory (including perceived autonomy support, intrinsic motivation in physical education class, and intrinsic motivation in leisure-time), and variables related to theory of planned behavior (including attitudes, subjective norms, and perceived behavioral control). The research data were collected using standard questionnaires. Statistical analysis of correlation test and structural equation method were used for statistical analysis. The results showed that perceived autonomy support was significantly associated with intrinsic motivation in the physical education class, and subsequently the intrinsic motivation created in the school physical education environment was transferred to intrinsic motivation in leisure-time. Also, the results showed that intrinsic motivation in leisure-time had significant relationships with the components of the theory of planned behavior. In addition, the components of planned behavior (except attitude) were significantly associated with the intention to physical activity. Finally, the intention to physical activity was significantly associated with the physical activity behavior. These results support the trans-contextual model and demonstrate the importance of the physical education environment in school to motivate leisure-time physical activities. These results can be very important for physical education teachers and sports coaches.