Autonomy support and peer-controlling style: impact on physical activity practice

Grounded in Self-Determination Theory, this study examined how peer autonomy-supportive and controlling interaction styles predict physical activity through basic psychological needs, motivation, and intention. A cross-sectional design with structural equation modeling was applied to data from 1,104 Mexican primary school students (mean age = 10.51 years). Results showed that peer autonomy support positively predicted autonomy, competence, and relatedness satisfaction, which in turn enhanced autonomous motivation and intention to engage in physical activity, ultimately increasing actual practice. In contrast, controlling peer style negatively affected autonomy and competence and showed minimal indirect effects on motivation and behavior. Competence emerged as the strongest predictor of autonomous motivation, while controlled motivation did not significantly predict intention. Findings highlight the central role of peer-driven autonomy support in fostering high-quality motivation and sustained physical activity engagement. These results underscore the importance of implementing autonomy-supportive, peer-based educational strategies in physical education contexts.