The effect of physical educator's autonomy-supportive behaviors on enjoyment of physical activity in adolescent girls: (Psychological needs and intrinsic motivation mediating role)

Based on the self-determination theory (Ryan & Deci)، purpose of this study was to examine the effect of perceived autonomy-supportive behaviors of physical education teachers on psychological needs satisfaction، intrinsic motivation and enjoyment of physical activity in adolescent girls. The hypothesized meditational roles of psychological need satisfaction and intrinsic motivation were also studied. The research method was a descriptive- survey. In a sample 283 secondary school students aged between 14 and 18 years from Kermanshah، Participants responded to the questionnaires: perceived autonomy support scale for exercise settings، psychological needs satisfaction، intrinsic motivation and enjoyment of physical activity. Data were analyzed using with Pearson correlation coefficient and Structural Equation Models (SEM). The finding showed autonomy-supportive behaviors had significant positive correlation with psychological needs (competence and relatedness)، intrinsic motivation and enjoyment. The Results supported proposed model in that perceived autonomy support fosters more psychological needs satisfactions and intrinsic motivation in PE، in turn، enhanced more enjoyment of physical activity. Total mediation was supported in the case of psychological needs satisfaction، intrinsic motivation in the relationship between autonomy-supportive and enjoyment of physical activity. The findings highlight the importance of perceived autonomy-supportive behaviors of physical education teachers in fostering more intrinsic motivation and enjoyment of physical activity in adolescent girls.