Effect of a self-determination modified physical education intervention on adolescent females' motivation and participation

Background: Increasing the provision of physical education (PE) in schools is a potential mechanism for promoting the benefits of physical activity for personal health. However participation in PE is low in adolescent females. Previous student voice research by the authors identified specific social aspects and student-teacher interactions as important factors influencing motivation and participation.
Aims: To determine the effect of a self-determination modified physical education intervention guided by student voice, on adolescent females’ motivation and participation.
Methods: 34 adolescent females (14-15 yr) participated in either a PE experience guided by student voice within a Self-determination Theory framework (intervention) or a standard PE experience (control) for 5 weeks. Motivation towards PE was measured pre and post, using the Relative Autonomy Index (RAI). The intervention teacher and the control teacher both kept a reflective diary and a record of student participation.
Findings: There was no significant interaction (F(1, 32)=0.20, p=.66) between time and group for mean RAI scores. There was a significant increase in mean RAI scores from pre to post (F(1, 32 =6.88, p=.01) for both groups. There was no significant difference in mean RAI score