Web-based intervention program to foster need-supportive behaviors in physical education teachers and parents: a cluster-randomized controlled study to increase students' intention and effort to engage in physical activity.

Abstract

Background: 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).

Methods: 115 child-parent pairs were recruited (children: 55 boys, 60 girls; M_age=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.

Results: 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.

Discussion: 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.

Conclusions: 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.

Trial registration: Prospectively registered in ISRCTN registry as ISRCTN78373974 (15.12.2022). Overall study status is 'completed'.