SELF-DETERMINED MOTIVATION IN PHYSICAL EDUCATION AND ITS LINKS TO MOTIVATION FOR LEISURE-TIME PHYSICAL ACTIVITY, PHYSICAL ACTIVITY, AND WELL-BEING IN GENERAL

The present study tested a trans contextual model based on self determination theory of the relations between motivation in physical education motivation in leisure time physical activity physical activity and psychological well being Participants were 329 Norwegian upper secondary school students (M age=16 5 yr SD=07) Students perceptions of autonomy supportive teachers in physical education were expected to be positively associated with students psychological needs satisfaction in physical education which was expected to be positively related to autonomous motivation for physical education participation In turn autonomous motivation for physical education VS, is expected to be positively associated with peiceived competence and autonomous motivation for leisure time physical activity which both wen expected to be positively associated with leisure time physical activity and psychological will being in general Structural equation models and bootstrapping supported the hypotheses and the indirect links between variables Sex differences indicate that more research is needed on how. to motivate girls to be more physically active c in leisure time.