Background/Purpose Previous studies indicated that providing autonomy supportive learning climate in physical education settings might be critical in improving adolescents' leisure-time physical activity (LTPA) behaviors (Hagger et al., 2009). The purpose of this study was to examine the effect of an intervention designed to provide autonomy supportive learning climate on college students' perceived autonomy support and leisure-time physical activity.
Method Seventy college students were randomly assigned in experimental (Mage = 23.23, SD = 3.82; 15 women and 20 men) and control group (Mage = 23.29, SD = 2.52; 15 women and 20 men). Experimental group followed a 12-week (4 hr/week) intervention designed to introduce autonomy supportive learning climate by providing students with a meaningful rationale, offering different physical activity choices and acknowledging individual differences and behavioral feelings. Data were collected by using Perceived Autonomy Support Scale for Exercise Settings (Hagger et al., 2007), Physical Activity Stages of Change Questionnaire (Marcus et al., 1992) and International Physical Activity Questionnaire – Short Form (Craig et al. 2003). These measures were applied before and after the intervention.
Analysis/Results Paired samples t-test and chi-square analyses were used. Results indicated that autonomy supportive intervention improved the experimental group students' perceived autonomy support from instructor and from peers; and their physical activity stages and levels (p < .05).
Conclusions This study indicated that the intervention was successful in increasing perceived autonomy support, physical activity stages and physical activity levels of college students. Application of autonomy supportive physical activity interventions are strongly recommended for late adolescence group.
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