Systematic Review of Autonomy Support in Physical Education

Ana María Pérez-González

Alfonso Valero-Valenzuela

Juan Antonio Moreno-Murcia

Bernardino J. Sánchez-Alcaraz

*Corresponding author: Bernardino Javier Sánchez-Alcaraz bjavier.sanchez@um.es

Original Language

Cite this article

Pérez-González, A. M., Valero-Valenzuela, A., Moreno-Murcia, J. A., & Sánchez-Alcaraz, B. J. (2019). Systematic Review of Autonomy Support in Physical Education. Apunts. Educación Física y Deportes, 138, 51-61. https://dx.doi.org/10.5672/apunts.2014-0983.es.(2019/4).138.04

233Visites

Abstract

A physical education (PE) teacher’s interpersonal style may influence students’ affective, cognitive and behavioural patterns. Thus, on the basis of self-determination theory, the purpose of this study was to conduct a systematic review of autonomy support in physical education lessons. For this purpose, 17 scientific articles taken from the Web of Science, Scopus and Science Direct databases measuring the effects of the PE teacher’s interpersonal style on students were reviewed. These studies show that a PE teacher’s autonomy support generates higher levels of satisfaction of basic psychological needs in students, especially in perceived autonomy, as well as intrinsic motivation, positive emotions and thoughts about themselves, their intention to do physical activity in their free time and future behaviour in terms of doing sport.

Keywords: Autonomy Support, Motivation, Psychological Mediators, Teaching Style.

ISSN: 1577-4015

Received: May 15, 2018

Accepted: January 11, 2019

Published: October 01, 2019