Autonomy-Supportive Teaching in Physical Education: Effects on Physical Literacy, Motivation, and Physical Activity

Background and Study Aim: Low levels of physical activity among adolescents remain a global concern, with physical education (PE) playing a critical role in promoting active lifestyles and physical literacy. Recent pedagogical research emphasizes the importance of autonomy-supportive teaching grounded in Self-Determination Theory as a means to enhance students' motivation and engagement. However, empirical evidence examining its simultaneous effects on physical literacy, motivation, and physical activity remains limited. This study aimed to investigate the effects of autonomy-supportive teaching in physical education on students' physical literacy, motivation, and physical activity levels. Materials and Methods: A quasi-experimental pretest–posttest control group design was employed involving 96 middle school students (aged 12–14 years). Participants were assigned to either an autonomy-supportive teaching group (n = 48) or a traditional teacher-centered control group (n = 48). The intervention was implemented over eight weeks during regular PE lessons. Physical literacy, motivation (autonomous and controlled), and weekly moderate-to-vigorous physical activity (MVPA) were assessed using validated self-report instruments. Data were analyzed using repeated measures ANOVA to examine group × time interaction effects. Results: Significant group × time interaction effects were observed for all variables. The autonomy-supportive group demonstrated greater improvements in physical literacy (F = 18.42, p < .001, η² = 0.17) and autonomous motivation (F = 21.36, p < .001, η² = 0.19), alongside a significant reduction in controlled motivation (F = 6.28, p = .014, η² = 0.06). Weekly MVPA increased significantly in the experimental group (+52.8 min/week) compared with the control group (+4.3 min/week), with a moderate effect size (F = 16.57, p < .001, η² = 0.15). Conclusions: Autonomy-supportive teaching in physical education effectively enhances students' physical literacy, fosters self-determined motivation, and promotes higher physical activity levels. These findings highlight the importance of pedagogical approaches that support student autonomy in achieving holistic educational and public health outcomes.