School of Psychology, University of Plymouth, Plymouth, UK.
Psychol Health. 2009 Jan;24(1):29-48. doi: 10.1080/08870440701809533.
Based on self-determination theory, the present study developed and evaluated the utility a school-based intervention to change pupils' physical activity intentions and self-reported leisure-time physical activity behaviour. The study evaluated utility of the intervention to promote physical activity participation over a 5-week interval of time. A cluster randomised design targeting 215 pupils from 10 schools with schools as the unit of randomisation was adopted (Male = 106, Female = 109, Age = 14.84, SD = 0.48). Results indicated that pupils who were taught by autonomy-supportive teachers reported stronger intentions to exercise during leisure time and participated more frequently in leisure-time physical activities than pupils in the control condition. Autonomous motivation and intentions mediated the effects of the intervention on self-reported physical activity behaviour. It is concluded that self-determination theory provides a useful framework for the development of school-based interventions that ultimately affect leisure-time physical activity participation.
基于自我决定理论，本研究开发并评估了一项基于学校的干预措施在改变学生体育活动意向和自我报告的闲暇时间体育活动行为方面的效用。该研究评估了该干预措施在 5 周的时间间隔内促进体育活动参与的效用。采用了以 10 所学校为单位进行随机分组的整群随机设计（男生 106 人，女生 109 人，年龄 14.84，SD=0.48）。结果表明，与对照组相比，接受自主性支持教师授课的学生报告说，他们在闲暇时间锻炼的意向更强，并且更频繁地参加闲暇时间体育活动。自主动机和意向在干预对自我报告的体育活动行为的影响中起中介作用。结论是，自我决定理论为基于学校的干预措施的发展提供了一个有用的框架，这些干预措施最终会影响闲暇时间的体育活动参与。
