Extending the trans-contextual model in physical education and leisure-time contexts: Examining the role of basic psychological need satisfaction

Background The trans-contextual model (TCM) is an integrated model of motivation that aims to explain the processes by which agentic support for autonomous motivation in physical education promotes autonomous motivation and physical activity in a leisure-time context It is proposed that perceived support for autonomous motivation in physical education is related to autonomous motivation in physical education and leisure time contexts Furthermore relations between autonomous motivation and the immediate antecedents of intentions to engage in physical activity behaviour and actual behaviour are hypothesized Aims The purpose of the present study was to incorporate the constructs of basic psychological need satisfaction in the TCM to provide a more comprehensive explanation of motivation and demonstrate the robustness of the findings of previous tests of the model that have not incorporated these constructs Sample Students (N = 274) from Greek secondary schools Method Participants completed self report measures of perceived autonomy support autonomous motivation and basic psychological need satisfaction in physical education Follow up measures of these variables were taken in a leisure-time context along with measures of attitudes subjective norms perceived behavioural control (PBC) and intentions from the theory of planned behaviour 1 week later Self-reported physical activity behaviour was measured 4 weeks later Results Results supported TCM hypotheses Basic psychological need satisfaction variables uniquely predicted autonomous motivation in physical education and leisure time as well as the antecedents of intention namely attitudes and PBC The basic psychological need satisfaction variables also mediated the effects of perceived autonomy support on autonomous motivation in physical education Conclusions Findings support the TCM and provide further information of the mechanisms in the model and integrated theories of motivation in physical education and leisure time