Grounded in SDT, several studies have highlighted the role of teachers’ motivating and demotivating styles for students’ motivation, learning, and physical activity in physical education (PE). However, most of these studies focused on a restricted number of motivating strategies (e.g., offering choice) or dimensions (e.g., autonomy support). Recently, researchers have developed the Situations-in-School (i.e., SIS-Education) questionnaire, which allows one to gain a more integrative and fine-grained insight into teachers’ engagement in autonomy-support, structure, control, and chaos through a circular structure (i.e., a circumplex). Although teaching in PE resembles teaching in academic courses in many ways, some of the items of the original situation-based questionnaire (e.g., regarding homework) are irrelevant to the PE context. In the present study, we therefore sought to develop a modified, PE-friendly version of this earlier validated SIS-questionnaire—the SIS-PE. Findings in a sample of Belgian (N = 136) and French (N = 259) PE teachers, examined together and as independent samples, showed that the variation in PE teachers’ motivating styles in this adapted version is also best captured by a circumplex structure, with four overarching styles and eight subareas differing in their level of need support and directiveness. The SIS-PE possesses excellent convergent and concurrent validity. With the adaptations being successful, great opportunities for future research on PE teachers (de-)motivating styles are created.

It is widely acknowledged that teachers’ (de)motivating style (what they say, do and how they act) affects students’ learning. Understanding what leads teachers to adopt a (de)motivating style is necessary to develop effective training programmes. The current study aimed to identify antecedents of teachers’ motivating (i.e. need-supportive) and demotivating (i.e. need-thwarting) styles by (a) examining the relationships between five types of pressures and these styles and (b) investigating the mediating role of motivation. A total of 509 generalist primary school teachers completed a questionnaire about their perceived styles, perceived pressures from above (i.e. time constraints, pressure to display authority), below (i.e. perceptions of students’ disengagement) and within (i.e. beliefs about the effectiveness of rewards, and the adherence to entity theory), and their autonomous and controlled motivations to teach physical education. Structural equation modelling showed that a need-supportive style was negatively predicted by students’ disengagement and teachers’ adherence to entity theory, and this relation was fully mediated by autonomous motivation. A need-thwarting style was positively predicted by pressure to display authority and beliefs about the effectiveness of rewards. Results showed that when pressures from below and from within are reduced, teachers adopt a more need-supportive style, because they are more likely to enjoy and value teaching. Conversely, when pressures from above and from within are prevalent, teachers are more likely to adopt a need-thwarting style. This study identified the pressures to be targeted when developing interventions which aim to modify teachers’ (de)motivating styles which in turn could impact students’ motivation and behaviours.

The purpose of the present experiment was to investigate whether the motivational climates (MCs) drawn from achievement goal and self-determination theories would affect perceived competence and the use of claimed self-handicapping. Specifically, this study examined the effects of performance MC, mastery MC and need-supportive MC on these two variables. In the context of high school physical education, 37 participants had the opportunity to claim handicaps before performing an isometric resistance task in a given MC. This procedure was repeated three times at one-week intervals so that all participants were assigned to each of the three MCs. Consistent with our hypotheses, students claimed handicaps less in the need-supportive than in the performance MC. In addition, when data from girls and boys were separated, girls reported significantly greater perceived competence in the need-supportive MC than in the performance and mastery MCs. The theoretical and applied implications of these finding are discussed.

Background: Endometriosis is a chronic disease characterized by growth of endometrial tissue outside the uterine cavity which could affect 200 million women (The term “woman” is used for convenience. Individuals gendered as man or as nonbinary can also suffer from this disease) worldwide. One of the most common symptoms of endometriosis is pelvic chronic pain associated with fatigue. This pain can cause psychological distress and interpersonal difficulties. As for several chronic diseases, adapted physical activity could help to manage the physical and psychological symptoms. The present study will investigate the effects of a videoconference-based adapted physical activity combined with endometriosis-based education program on quality of life, pain, fatigue, and other psychological symptoms and on physical activity. Methods: This multicentric randomized-controlled trial will propose to 200 patients with endometriosis to be part of a trial which includes a 6-month program with 45 min to more than 120 min a week of adapted physical activity and/or 12 sessions of endometriosis-based education program. Effects of the program will be compared to a control group in which patients will be placed on a waiting list. All participants will be followed up 3 and 6 months after the intervention. None of the participants will be blind to the allocated trial arm. The primary outcome measure will be quality of life. Secondary outcomes will include endometriosis-related perceived pain, fatigue, physical activity, and also self-image, stereotypes, motivational variables, perceived support, kinesiophobia, basic psychological need related to physical activity, and physical activity barriers. General linear models and multilevel models will be performed. Predictor, moderator, and mediator variables will be investigated. Discussion: This study is one of the first trials to test the effects of a combined adapted physical activity and education program for improving endometriosis symptoms and physical activity. The results will help to improve care for patients with endometriosis. Trial registration: ClinicalTrials.gov, NCT05831735. Date of registration: April 25, 2023

About 80% of adolescents report insufficient physical activity (PA) worldwide. Beyond the association of attitudes, family and friends’ support, and perceived behavioural control (PBC) with intention, self-regulation strategies are expected to underlie the association between intention and action. Particularly, action planning and self-monitoring, as well as the perceived energy needed to develop these strategies, may explain the relationship between intention and PA. However, existing evidence remains scarce and contrasted among adolescents. In a large sample of 13,136 adolescents from seven European countries, we examined the antecedents of intention. We further investigated whether action planning and self-monitoring mediated the association of intention with self-reported PA, as well as whether perceived energy predicted PA through these self-regulation strategies. Structural equation modeling showed that attitudes, PBC, family and friends’ support were all associated with intention (b > 0.08, p < .001). Intention (direct effect, b = 0.23, p < .001) and PBC were associated with PA (b = 0.22, p < .001). Action planning (indirect effect, b = 0.06, p < .001) and self-monitoring (indirect effect, b = 0.10, p < .001) partly mediated the relationship of intention with PA. Perceived energy was associated with PA through the partial mediating effect of action planning (indirect effect, b = 0.05, p < .001) and self-monitoring (indirect effect, b = 0.11, p < .001). Our results suggest that both action planning and self-monitoring underlie the association between intention and PA among European adolescents and that perceived energy could be an antecedent of these self-regulation strategies.