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

Author

Listed:
  • Isabel Castillo

    (Department of Social Psychology, University of Valencia, 46010 Valencia, Spain
    AFIPS Research Group, University of Valencia, 46022 Valencia, Spain)

  • Javier Molina-García

    (AFIPS Research Group, University of Valencia, 46022 Valencia, Spain
    Department of Teaching of Musical, Visual and Corporal Expression, University of Valencia, 46022 Valencia, Spain)

  • Isaac Estevan

    (AFIPS Research Group, University of Valencia, 46022 Valencia, Spain
    Department of Teaching of Musical, Visual and Corporal Expression, University of Valencia, 46022 Valencia, Spain)

  • Ana Queralt

    (AFIPS Research Group, University of Valencia, 46022 Valencia, Spain
    Department of Nursing, University of Valencia, 46010 Valencia, Spain)

  • Octavio Álvarez

    (Department of Social Psychology, University of Valencia, 46010 Valencia, Spain
    AFIPS Research Group, University of Valencia, 46022 Valencia, Spain)

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.

Suggested Citation

  • Isabel Castillo & Javier Molina-García & Isaac Estevan & Ana Queralt & Octavio Álvarez, 2020. "Transformational Teaching in Physical Education and Students’ Leisure-Time Physical Activity: The Mediating Role of Learning Climate, Passion and Self-Determined Motivation," IJERPH, MDPI, vol. 17(13), pages 1-16, July.
    • Handle: RePEc:gam:jijerp:v:17:y:2020:i:13:p:4844-:d:380686
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    References listed on IDEAS

    as
    1. Octavio Álvarez & Isabel Castillo & Vladimir Molina-García & Inés Tomás, 2019. "Transformational Leadership, Task-Involving Climate, and Their Implications in Male Junior Soccer Players: A Multilevel Approach," IJERPH, MDPI, vol. 16(19), pages 1-11, September.
    2. Hidayet Suha Yuksel & Fatma Neşe Şahin & Nebojsa Maksimovic & Patrik Drid & Antonino Bianco, 2020. "School-Based Intervention Programs for Preventing Obesity and Promoting Physical Activity and Fitness: A Systematic Review," IJERPH, MDPI, vol. 17(1), pages 1-22, January.
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    Cited by:

    1. Nuria Pérez-Romero & Rafael E. Reigal & María Auxiliadora Franquelo & Diogo Monteiro & Isabel Castillo & Antonio Hernández-Mendo & Verónica Morales-Sánchez, 2022. "Testing Psychometric Properties and Measurement Invariance of Basic Psychological Needs in the Digital Version of the Sport Scale," Sustainability, MDPI, vol. 14(19), pages 1-11, September.
    2. Marta Gil-Lacruz & Ana Isabel Gil-Lacruz & Paola Domingo-Torrecilla & Miguel Angel Cañete-Lairla, 2021. "Health-Related Quality of Life and Physical Activity in a Community Setting," IJERPH, MDPI, vol. 18(14), pages 1-12, July.
    3. Cezary Kuśnierz & Aleksandra M. Rogowska & Iuliia Pavlova, 2020. "Examining Gender Differences, Personality Traits, Academic Performance, and Motivation in Ukrainian and Polish Students of Physical Education: A Cross-Cultural Study," IJERPH, MDPI, vol. 17(16), pages 1-21, August.
    4. Rubén Trigueros & Ana Padilla & José M. Aguilar-Parra & Isabel Mercader & Remedios López-Liria & Patricia Rocamora, 2020. "The Influence of Transformational Teacher Leadership on Academic Motivation and Resilience, Burnout and Academic Performance," IJERPH, MDPI, vol. 17(20), pages 1-12, October.
    5. Sebastián Fierro-Suero & Eduardo José Fernández-Ozcorta & Pedro Sáenz-López, 2022. "Students’ Motivational and Emotional Experiences in Physical Education across Profiles of Extracurricular Physical Activity: The Influence in the Intention to Be Active," IJERPH, MDPI, vol. 19(15), pages 1-17, August.

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