Transformational Teaching in Physical Education and Students’ Leisure-Time Physical Activity: The Mediating Role of Learning Climate, Passion and Self-Determined Motivation

Isabel Castillo, Javier Molina-García, Isaac Estevan, Ana Queralt and Octavio Álvarez
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Isabel Castillo: Department of Social Psychology, University of Valencia, 46010 Valencia, Spain
Javier Molina-García: AFIPS Research Group, University of Valencia, 46022 Valencia, Spain
Isaac Estevan: AFIPS Research Group, University of Valencia, 46022 Valencia, Spain
Ana Queralt: AFIPS Research Group, University of Valencia, 46022 Valencia, Spain
Octavio Álvarez: Department of Social Psychology, University of Valencia, 46010 Valencia, Spain

IJERPH, 2020, vol. 17, issue 13, 1-16

Abstract: In the context of education, this study examined the relationship between perceiving a transformational physical education (PE) teacher and student’s leisure-time physical activity (PA). Furthermore, we tested the potential mediation role of motivational learning climate, passion and self-determined motivation in this relationship. The sample was composed of 2210 high-school PE students (1145 males, 1065 females) between 16 and 20 years of age. Results of structural equation modeling revealed that the perceived transformational PE teacher–PA outcomes relationship was stronger when students perceived a task-involving climate, when they were harmoniously passionate, and when they were self-determined. We conclude that students’ health-enhancing behaviours could be improved if their PE teachers use transformational teaching style and created a task-oriented learning climate.

Keywords: transformational teaching; motivation; passion; physical activity; adolescence (search for similar items in EconPapers)
JEL-codes: I I1 I3 Q Q5 (search for similar items in EconPapers)
Date: 2020
References: View references in EconPapers View complete reference list from CitEc
Citations: View citations in EconPapers (5)

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