Teacher Relatedness Support and After-School Physical Activity in University Physical Education

Abstract: Introduction: Previous research on teacher support for motivation processes and positive outcomes of students in physical education has yet to explore relatedness supportive instructions. Aim: This study investigates the influence of teacher relatedness support on after-school physical activity through the mediating roles of intrinsic motivation and self-efficacy among university students participating in physical-education classes. Methods: 297 students (165 males, 132 females; freshman to senior years; Mage = 20.8; SD = 4.2) completed four questionnaires at the end of the semester; the collected data were analyzed using structural equation modeling. Results: The results indicated that teacher relatedness support was directly associated with intrinsic motivation, self-efficacy, and after-school physical activity. An indirect and sequential association between intrinsic motivation and self-efficacy was also found. Conclusion: The results demonstrate the positive role of teacher relatedness support in university physical education in promoting students’ after-school physical activity. The findings implicate that university physical educators’ relatedness and motivational support could contribute to the students’ active lifestyles through improved learning outcomes.