Comparison of self-determination theory components in a face-to-face physical activity promotion college course

Physical activity courses utilizing Self-Determination Theory have been shown to improve physical activity levels, fulfill the needs of Self-Determination Theory, and increase autonomous motivation for regular physical activity in different student populations. This study examined the implementation and effectiveness of Self-Determination Theory-based strategies within an undergraduate Physical Activity course at a Southeastern United States regional state university. Undergraduate participants were enrolled in an introductory, undergraduate Physical Activity course that discussed physical fitness, chronic diseases, impacts of physical activity and most importantly the role that physical activity should play in a healthy lifestyle. Physical Activity levels, needs support, satisfaction, and autonomous motivation for physical activity were examined via questionnaires at three-time points: at the start of the semester, mid semester, and at the end of the semester. Students' physical activity levels significantly increased from baseline to endpoint. A significant decrease in competency support was observed . Autonomy satisfaction increased significantly, while relatedness satisfaction decreased. Autonomous motivation remained constant. The course was effective in increasing the physical activity levels of students. Results suggest that the course did not facilitate an encompassing needs supportive environment, nor was it able to satisfy all three needs of Self-Determination Theory, despite improving autonomy satisfaction and physical activity. This study highlights the need to implement effective needs-sup porting strategies for greater improvements in physical activity.