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Influence of Physical Education Teachers on Motivation, Embarrassment and the Intention of Being Physically Active During Adolescence

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  • Rubén Trigueros

    (Department of Psychology, Hum-878 Research Team, Health Research Centre, University of Almería, 04120 Almería, Spain)

  • José M. Aguilar-Parra

    (Department of Psychology, Hum-878 Research Team, Health Research Centre, University of Almería, 04120 Almería, Spain)

  • Adolfo J. Cangas

    (Department of Psychology, Hum-760 Research Team, Health Research Centre, University of Almería, 04120 Almería, Spain)

  • Remedios López-Liria

    (Department of Nursing Science, Physiotherapy and Medicine, Hum-498 Research Team, Health Research Centre, University of Almería, 04120 Almería, Spain)

  • Joaquín F. Álvarez

    (Department of Psychology, Hum-878 Research Team, Health Research Centre, University of Almería, 04120 Almería, Spain)

Abstract

According to a WHO report (2018), more than 80% of adolescents do not do enough physical activity. Physical Education (PE) classes should be aimed at solving this problem. The present study aims to analyze the influence teachers have on motivation, embarrassment and intention to be physically active among their students. A total of 604 secondary school students participated in the study. Various statistical analyses were carried out to explain the causal relationships between the variables. The results revealed a positive relation between the autonomy support and the satisfaction of basic psychological needs (BPN), and a negative relation with the frustration of BPN. In contrast, perceived control revealed a positive relation with frustration of BPN, and a negative relation with the satisfaction of BPN. Satisfaction of BPN was negatively related to embarrassment and positively related to self-determined motivation. On the other hand, frustration of BPN was positively related to embarrassment and negatively with self-determined motivation. Embarrassment was negatively related to self-determined motivation, and the latter was positively related to intention to be physically active. Indeed, the study demonstrates the influence and the importance of PE teachers and of the motivational and emotional processes of adolescents during PE classes and the role they play in acquiring the habits of an active lifestyle.

Suggested Citation

  • Rubén Trigueros & José M. Aguilar-Parra & Adolfo J. Cangas & Remedios López-Liria & Joaquín F. Álvarez, 2019. "Influence of Physical Education Teachers on Motivation, Embarrassment and the Intention of Being Physically Active During Adolescence," IJERPH, MDPI, vol. 16(13), pages 1-11, June.
    • Handle: RePEc:gam:jijerp:v:16:y:2019:i:13:p:2295-:d:243735
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    1. Antonovsky, Aaron, 1993. "The structure and properties of the sense of coherence scale," Social Science & Medicine, Elsevier, vol. 36(6), pages 725-733, March.
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    1. Vagner Beserra & Miguel Nussbaum & Mónica Navarrete & Norman Garrido & Danilo Alvares, 2024. "The Use of Physically Active Academic Lessons During the Transition to Face-to-Face Classes," SAGE Open, , vol. 14(2), pages 21582440241, May.
    2. Hila Beck & Riki Tesler & Sharon Barak & Daniel Sender Moran & Adilson Marques & Yossi Harel Fisch, 2021. "Can Health-Promoting Schools Contribute to Better Health Behaviors? Physical Activity, Sedentary Behavior, and Dietary Habits among Israeli Adolescents," IJERPH, MDPI, vol. 18(3), pages 1-15, January.
    3. Ruben Trigueros & Joaquín F. Álvarez & Adolfo J. Cangas & José M. Aguilar-Parra & Cristina Méndez-Aguado & Patricia Rocamora & Remedios López-Liria, 2020. "Validation of the Scale of Basic Psychological Needs towards Physical Exercise, with the Inclusion of Novelty," IJERPH, MDPI, vol. 17(2), pages 1-11, January.
    4. María Huertas González-Serrano & Rómulo Jacobo González-García & Ana Gómez-Tafalla & Ignacio Refoyo Román & Fernando García-Pascual & Ferran Calabuig, 2022. "Promoting Physical Activity Habits after Completing Secondary School: Does the Age Matter?," IJERPH, MDPI, vol. 19(21), pages 1-19, October.
    5. Cezary Kuśnierz & Aleksandra M. Rogowska & Iuliia Pavlova, 2020. "Examining Gender Differences, Personality Traits, Academic Performance, and Motivation in Ukrainian and Polish Students of Physical Education: A Cross-Cultural Study," IJERPH, MDPI, vol. 17(16), pages 1-21, August.
    6. Rubén Trigueros & Adolfo J. Cangas & José M. Aguilar-Parra & Joaquín F. Álvarez & Alexandre García-Más, 2019. "No More Bricks in the Wall: Adopting Healthy Lifestyles through Physical Education Classes," IJERPH, MDPI, vol. 16(23), pages 1-16, December.
    7. Rafael Burgueño & Ángel Abós & Luis García-González & Henri Tilga & Javier Sevil-Serrano, 2021. "Evaluating the Psychometric Properties of a Scale to Measure Perceived External and Internal Faces of Controlling Teaching among Students in Physical Education," IJERPH, MDPI, vol. 18(1), pages 1-15, January.
    8. Rubén Trigueros & José M. Aguilar-Parra & Adolfo J. Cangas & José María Fernández-Batanero & Joaquín F. Álvarez, 2019. "The Influence of the Social Context on Motivation towards the Practice of Physical Activity and the Intention to be Physically Active," IJERPH, MDPI, vol. 16(21), pages 1-20, October.
    9. María Huertas González-Serrano & Ana Gómez-Tafalla & Ferran Calabuig-Moreno, 2020. "Predictive Variables of Adolescents’ Intention to Be Physically Active after Graduation. Is Gender a Conditioning Factor?," IJERPH, MDPI, vol. 17(12), pages 1-20, June.
    10. Rubén Trigueros & Ana Padilla & José M. Aguilar-Parra & María J. Lirola & Amelia V. García-Luengo & Patricia Rocamora-Pérez & Remedios López-Liria, 2020. "The Influence of Teachers on Motivation and Academic Stress and Their Effect on the Learning Strategies of University Students," IJERPH, MDPI, vol. 17(23), pages 1-11, December.
    11. David Melero-Canas & David Manzano-Sánchez & Daniel Navarro-Ardoy & Vicente Morales-Baños & Alfonso Valero-Valenzuela, 2021. "The Seneb’s Enigma: Impact of a Hybrid Personal and Social Responsibility and Gamification Model-Based Practice on Motivation and Healthy Habits in Physical Education," IJERPH, MDPI, vol. 18(7), pages 1-14, March.
    12. Ruben Trigueros & Marta García-Tascón & Ana M. Gallardo & Antonio Alías & José M. Aguilar-Parra, 2020. "The Influence of the Teacher’s Prosocial Skills on the Mindwandering, Creative Intelligence, Emotions, and Academic Performance of Secondary Students in the Area of Physical Education Classes," IJERPH, MDPI, vol. 17(4), pages 1-10, February.
    13. Andre Koka & Henri Tilga & Hanna Kalajas-Tilga & Vello Hein & Lennart Raudsepp, 2020. "Detrimental Effect of Perceived Controlling Behavior from Physical Education Teachers on Students’ Leisure-Time Physical Activity Intentions and Behavior: An Application of the Trans-Contextual Model," IJERPH, MDPI, vol. 17(16), pages 1-21, August.
    14. Ángel Abós & Leen Haerens & Javier Sevil-Serrano & Sofie Morbée & José Antonio Julián & Luis García-González, 2019. "Does the Level of Motivation of Physical Education Teachers Matter in Terms of Job Satisfaction and Emotional Exhaustion? A Person-Centered Examination Based on Self-Determination Theory," IJERPH, MDPI, vol. 16(16), pages 1-15, August.

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