Self-determination theory (SDT) is a compelling framework for understanding the psychological environment and explaining human motivation. This is especially crucial in school physical education (PE), given that the psychological environment within PE has been demonstrated to be closely related to the formation of physical activity motivation and behaviors. Advancing current knowledge and implementing a longitudinal approach, the aim of this study was, first, to investigate longitudinal changes in psychological needs and motivational regulation, and second, to examine the role of needs in the development of motivational regulation among PE students. A sample of 1148 Finnish adolescents (583 girls, 565 boys, M _age   =   11.27 ± 0.32) participated in annual assessments three times. A latent growth model analysis was used to examine the longitudinal associations between the outcome variables, namely psychological needs and motivational regulation. The results indicated that needs satisfaction (α ₂ range −0.20[0.03] to −0.06[0.02]), intrinsic motivation (α ₂ =   −0.38[0.03]), and identified regulation (α ₂ =   −0.19[0.03]) declined, whereas external regulation (α ₂ =   0.16[0.02]) and amotivation (α ₂ =   0.09[0.02]) increased. Furthermore, the results demonstrated that psychological needs significantly predicted autonomous forms of motivational regulation (intrinsic motivation R ² = 0.72[0.13]; identified regulation R ² = 0.69[0.20]). Conversely, positive changes in autonomy (β = −0.29[0.13]) and relatedness (β = −0.45[0.22]) accounted for the negative changes in amotivation ( R ² = 0.62[0.22]). In conclusion, the findings of the study corroborated the central postulations of SDT, providing empirical evidence of the importance of psychological needs in the development of motivation in PE.

Purpose: It is argued that the constructivist physical education has the potential to overcome socioeconomic (SES) constraints and promote learning. The purpose of this study was to determine the extent to which school SES-related class environmental factors influenced student learning in a constructivist physical education context. Methods: Students in 8^th grade (N = 1,256) from 10 middle schools with varied SES were tested on exercise knowledge before and after a constructivist physical education intervention. School SES was determined using free and reduced meal ratio (FARM) and physical education related factors. Data on lesson frequency, length, facilities, equipment, and class size were collected from teachers. Results: Hierarchical linear model analyses reveal that SES is not predictive of intervention induced learning ( $\gamma$ = 0.73, t =.91, p =.37). Lesson frequency ( ${\gamma }_{02}$ =.52, t =.31, p =.06), length ( ${\gamma }_{03}$ = −.03, t = −1.82, p =.07), facilities ( ${\gamma }_{04}$ = −.11, t = −.49, p =.63), equipment ( ${\gamma }_{05}$ = −.36, t = −1.36, p =.18), and class size ( ${\gamma }_{06}$ = −.05, t = −1.36, p =.18) are not predictive of learning. Student prior knowledge ( $\gamma$ = −.59, t = −18.37, p <.001) and teacher factor ( $\gamma$ =.04, t = 3.72, p <.001) are predictive of learning. Conclusion: The findings suggest that school SES’s detrimental impact on learning in physical education could be overcome by the power of a constructivist curriculum.

This study aimed to compare short- and longer-term psychological and behavioral effects of the exergaming (EX-GAME) and traditional group aerobic training (TRAD) on psychological constructs and physical activity adherence. Young adults (n = 55; 18–24 yrs) were randomized to the EX-GAME and TRAD (active control group) training regimens which had identical exercise volume (3/w, 50 min for 6w). The results indicated that EX-GAME was more effective in improving short- and longer-term autonomy satisfaction (F[1, 41] = 6.12, p = .020, η_p² = .12) and intrinsic motivation (F[1, 41] = 7.31, p = .009, η_p² = .19), but TRAD resulted in greater exercise exertion (t[41] = 5.03, p < .001, d = 1.51), enjoyment (F[1, 41] = 6.27, p = .018, η_p² = .13), and relatedness (F[1, 41] = 4.56, p = .032, η_p² = .10). TRAD had showed a larger long-term effect on identified regulation (F[1, 41] = 5.10, p = .029, η_p² = .11). The results indicated that autonomy is a key agent for a longer-term change, contributing to the positive development of intrinsic motivation (R² = .45), identified regulation (R² = .27), and reducing amotivation (R² = .10). It is noteworthy that interventions did not have longer-term effects on physical activity. The study identified subtle differences between these two training modalities in changing intervention outcomes.

Objectives: To examine the effectiveness of a 12-week lifestyle program on cardiometabolic, behavioral, and psychological outcomes among overweight Hispanic children and adolescents. Design: A case series study with pre- and post-test analyses. Subjects/Settings/Location: A convenience sample of high-risk pediatric primary care patients (n = 22; 6 girls, 16 boys; M age = 11.73 ± 1.39 years) and their guardians in the Southeast United States. Intervention: Twice per week 60 min (total of 24 h) of moderate-to-vigorous intensity boxing exercise training, 12 h of nutrition education for guardians, and a 30-min pediatrician appointment. Outcome measures: Cardiometabolic (height [m], weight [kg], waist circumference [cm], body–mass index [BMI], BMI-z, BMI%, cholesterol [mg/dL], triglycerides [mg/dL], glucose [mg/dL], and low-density lipoprotein and high-density lipoprotein cholesterol [mg/dL]), behavioral (objective free time physical activity [PA] and sedentary time [min/day]), and psychological (self-determined exercise motivation) outcomes were measured/calculated, and paired-samples t-tests were conducted. Results: A significant reduction was observed in waist circumference t(17) = −2.57, p = 0.020, d = 0.64; BMI% t(15) = −2.53, p = 0.023, d = 0.20; fasting glucose t(15) = −6.43, p < 0.001, d = 1.67; and amotivation (−) t(17) = −2.29, p = 0.036, d = 0.64; whereas a significant increase was identified in moderate t(10) = 4.01, p = 0.002, d = 1.23 and vigorous t(10) = 3.41, p = 0.007, d = 1.07 intensity PA; intrinsic motivation t(17) = 2.71, p = 0.015, d = 0.38; and introjected regulation t(17) = 2.74, p = 0.014, d = 0.64. Conclusions: A 12-week lifestyle program can be effective in improving selected health markers among overweight Hispanic children and adolescents. The positive changes in fasting glucose, BMI, and waist suggest that the participants are currently at lower risk for both type 2 diabetes and cardiovascular disease as a result of the Confidence, Ownership, Responsibility, and Exercise program.

Background: Nearly all schools in the United States experienced shutdown followed by phased reopening during the COVID-19 pandemic, thereby limiting students’ opportunities for physical activity (PA). This study aimed to examine adolescents’ PA at school (PAS) and PA out-of-school (PAO), screen-based sedentary behaviors (SbSB), health-related fitness, and knowledge understanding about PA and fitness before and during the pandemic. Methods: Three rounds of data were collected: Time 1 pre-pandemic (January 2020; n = 405), Time 2 schools partially reopened (February 2021; n = 412), and Time 3 schools fully reopened (March 2021; n = 450). Adolescents completed the Youth Activity Profile, the 20 m Progressive Aerobic Cardiovascular Endurance Run (PACER) test and Plank test, and a written test, to measure the behaviors (T1, T2, T3), fitness (T2–T3), and knowledge (T1, T2, T3), respectively. Results: Inferential statistical analyses revealed a significant time effect for the behaviors and fitness. From T1 to T2 PAO decreased but PAS increased; whereas SbSB decreased at T3 compared to T1 and T2. Health-related fitness improved from T2 to T3. Further, the change patterns for SbSB varied by grade, and those for knowledge understanding varied by gender. Conclusion: The findings confirm the disruptive impact of the COVID-19 pandemic on adolescents’ active living but varied by school grade and gender. The favorable changes from T2 to T3 observed for fitness and other constructs may be partially attributable to an interrupted fitness education intervention. The findings may guide the design and evaluation of future interventions addressing the physical inactivity pandemic during public health crises (e.g., COVID-19).