School-based interventions are crucial for enhancing physical activity (PA) and sport participation among children and adolescents. While numerous studies have examined these interventions, their efficacy in fostering motivation requires synthesis. This umbrella review evaluated systematic reviews and meta-analyses on school-based interventions targeting students' motivation for PA and sport. Comprehensive literature searches were conducted in Web of Science, ERIC, Scopus, PubMed, and SPORTDiscus for reviews published between 2010 and 2024. Twenty reviews met the inclusion criteria. The primary outcomes were motivational constructs (e.g., intrinsic motivation, basic psychological needs), and secondary outcomes were PA levels and sport participation. Findings revealed that interventions grounded in Self-Determination Theory (SDT), particularly the Sport Education Model (SEM), were most effective in fostering intrinsic motivation, autonomy, and competence. Teacher training in autonomy-supportive strategies was a critical component for success. However, evidence on the long-term impact of these interventions on sustained PA behavior remains limited. This synthesis provides robust evidence for educators and policymakers, highlighting the importance of theory-driven, student-centered approaches in school-based PA and sport programs.
Shan et al. (Thu,) studied this question.