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Table 1 Motivation strategy conditions

From: A cluster-randomized controlled trial of strategies to increase adolescents’ physical activity and motivation during physical education lessons: the Motivating Active Learning in Physical Education (MALP) trial

Intervention arms

Description

Hypothesized impact on PA and SDT constructs, relative to baseline

Free Choice

Equipment provided, but no instruction by the teacher took place.

Higher PA levels

  

Lower sedentary behavior

  

Higher autonomy support from teacher (especially perceived choice)

  

Higher basic need satisfaction

  

Higher self-determined motivation

Providing Choice

Provided options and offered opportunities for students to take initiative.

Higher PA levels

  

Lower sedentary behavior

  

Higher autonomy support from teacher (especially perceived choice)

  

Higher basic need satisfaction

  

Higher self-determined motivation

Relevance

Provided rationale and explained relevance of activities

Higher PA levels

  

Lower sedentary behavior

  

Higher autonomy support from teacher (especially perceived relevance)

  

Higher basic need satisfaction

  

Higher self-determined motivation

Usual practice

No intervention. Lesson activities conducted without researcher-directed teaching strategies

No change in PA levels

  

No change in sedentary behavior

  

No change in basic need satisfaction

  

No change in self-determined motivation

  1. Note: PA = physical activity, SDT = Self-Determination Theory.