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January 1, 2020Open Access

The efficacy of Self Determination Theory-based interventions in increasing students’ physical activity: A systematic review

Key Points

This review aims to evaluate the effectiveness of Self Determination Theory-based interventions in increasing physical activity among students.
Systematic review of interventions based on Self Determination Theory.
Reviewed 437 articles, narrowing down to 14 based on PICO criteria.
Databases searched include PsycINFO, Medline, and SPORTDiscus.
SDT-based interventions were operationalized very heterogeneously across studies.
Despite variations, results indicate significant potential for increasing physical activity.
Professional development for teachers is recommended for better implementation of these interventions.

Abstract

Recent studies suggest that students fail to meet the international guidelines for physical activity. Therefore, an increased number of physical activity interventions attempt to change this trend. The current paper reviews the intervention studies which were based on the Self-Determination Theory (SDT). Three databases (PsycINFO, Medline, and SPORTDiscus) were scrutinized in the current review, which yielded 437 potential articles. Employing the recommended selection based on the population, intervention, comparators, and outcome (PICO), 14 articles could be included in the narrative analysis. The results showed that interventions based on the SDT were very heterogeneously operationalized in these studies. Despite different interventions, the results suggest that SDT-based interventions have the potential to increase students’ physical activity through both, autonomy and supportive environment. Teachers’ professional development in implementing SDT-based physical activity interventions for students is highly recommended.

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