Meerits Pille-Riin, Tilga Henri, Koka Andre
Institute of Sport Sciences and Physiotherapy, University of Tartu, Tartu, 51008, Estonia.
BMC Public Health. 2025 Jun 10;25(1):2142. doi: 10.1186/s12889-025-22590-x.
This study evaluates the effect of two web-based interventions- one targeting physical education (PE) teachers and the other targeting parents- designed to enhance need-supportive behaviors in their interactions with adolescents. Need support, which involves fostering autonomy, competence, and relatedness, plays a crucial role in increasing adolescents' autonomous motivation, intention, and effort in leisure-time physical activity (PA).
115 child-parent pairs were recruited (children: 55 boys, 60 girls; M=12.47, SD = 0.68). Participants were cluster-randomized by schools into the following groups: PE teacher training only; parent training only; combined PE teacher and parent training; and control group. Data from students were collected at four time points: baseline, post-intervention, 1-month follow-up, and 6-month follow-up, using web-based questionnaires. The effects of the interventions on the study variables were assessed using path analysis.
The intervention for PE teachers had a significant direct effect on adolescents' perceived need-support from parents (β = 0.28, p = 0.027), controlled motivation in PE (β=-0.25, p = 0.042), attitude towards (β = 0.24, p = 0.016), and perceived behavioral control regarding leisure-time PA (β = 0.30, p = 0.006). Changes in perceived need support from PE teachers enhanced students' autonomous motivation in PE (β = 0.61, p = 0.001), while need support from parents increased autonomous motivation towards leisure-time PA (β = 0.29, p = 0.041). Changes in perceived need-support from parents additionally had significant specific indirect effects on changes in adolescents' intention (B = 0.06, p = 0.025) and effort (B = 0.04, p = 0.024) towards leisure-time PA, the effect mediated by changes in autonomous motivation and attitude.
While PE teachers' support is necessary in fostering autonomous motivation in students, parental support may need more tailored strategies. Both parents and PE teachers play a critical role in providing need support, which significantly enhances adolescents' motivation toward leisure-time PA. When adolescents feel supported, their attitude, intention, and effort toward leisure-time PA improve.
Web-based intervention for PE teachers effectively changed motivational constructs, while the parental intervention did not yield expected direct effects, indicating that parental support may be more complex. This study emphasizes the role of perceived need support from PE teachers and parents in enhancing adolescents' autonomous motivation towards leisure-time PA, highlighting the need for collaboration between educators and parents in supporting adolescents' basic psychological needs.
Prospectively registered in ISRCTN registry as ISRCTN78373974 (15.12.2022). Overall study status is 'completed'.
本研究评估了两种基于网络的干预措施的效果，一种针对体育教师，另一种针对家长，旨在增强他们与青少年互动中的需求支持行为。需求支持包括培养自主性、能力和关联性，在提高青少年自主参与休闲体育活动（PA）的动机、意愿和努力方面起着关键作用。
招募了115对儿童-家长对（儿童：55名男孩，60名女孩；M = 12.47，SD = 0.68）。参与者按学校进行整群随机分组，分为以下几组：仅体育教师培训组；仅家长培训组；体育教师和家长联合培训组；以及对照组。使用基于网络的问卷在四个时间点收集学生数据：基线、干预后、1个月随访和6个月随访。使用路径分析评估干预措施对研究变量的影响。
针对体育教师的干预对青少年感知到的来自家长的需求支持有显著直接影响（β = 0.28，p = 0.027），对体育中的受控动机有影响（β = -0.25，p = 0.042），对态度有影响（β = 0.24，p = 0.016），以及对休闲体育活动的感知行为控制有影响（β = 0.30，p = 0.006）。体育教师感知到的需求支持的变化增强了学生在体育中的自主动机（β = 0.61，p = 0.001），而家长的需求支持增加了对休闲体育活动的自主动机（β = 0.29，p = 0.041）。家长感知到的需求支持的变化对青少年参与休闲体育活动的意愿（B = 0.06，p = 0.025）和努力（B = 0.04，p = 0.024）的变化还有显著的特定间接影响，这种影响由自主动机和态度的变化介导。
虽然体育教师的支持对于培养学生的自主动机是必要的，但家长支持可能需要更具针对性的策略。家长和体育教师在提供需求支持方面都起着关键作用，这显著增强了青少年参与休闲体育活动的动机。当青少年感到得到支持时，他们对休闲体育活动的态度、意愿和努力都会改善。
针对体育教师的基于网络的干预有效地改变了动机结构，而家长干预未产生预期的直接效果，表明家长支持可能更为复杂。本研究强调了体育教师和家长感知到的需求支持在增强青少年参与休闲体育活动的自主动机方面的作用，突出了教育工作者和家长在支持青少年基本心理需求方面合作的必要性。
前瞻性地在ISRCTN注册中心注册为ISRCTN78373974（2022年12月15日）。总体研究状态为“已完成”。
