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Table 1 Motivation strategy conditions
| 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 |
