Facilitating motivational transfer to leisure-time physical activity through Sport Education and family involvement: a school-based multidimensional intervention grounded in the trans-contextual model of motivation

Background: Regular physical activity (PA) is essential for youth health, yet increasing adolescents’ engagement in moderate-to-vigorous PA (MVPA) remains a challenge. Schools are considered key settings for PA promotion, and evidence suggests that interventions involving both PE teachers and families may be particularly effective in encouraging active lifestyles beyond school. Grounded in the trans-contextual model (TCM), student-centered pedagogies such as Sport Education (SE) may facilitate the transfer of autonomous motivation from PE to leisure-time PA. However, few interventions have combined SE with structured family involvement.Purpose: To investigate the effects of a multidimensional intervention linking PE with the home environment to foster the transfer of motivational outcomes for PA from school-based PE to a choice-based PA context.Methods: A quasi-experimental design 2 (group: experimental and control) × 3 (time: pre/mid/post-test) was used. Participants were 92 sixth-grade students from four classes; two classes were assigned to the experimental group (Mage = 11.43, SDage = .58) and two to the control group (Mage = 11.41, SDage = .58). The PE teacher implemented curricular (PE lessons) and extracurricular (family participation) components. Both groups received SE-based instruction, but only the experimental group engaged in family-focused activities. TCM-related variables were assessed through questionnaires, and PA levels were measured using accelerometry.Results: Repeated-measures multivariate analyzes of variance revealed significant time × group interactions across TCM motivational variables. Likewise, linear mixed models revealed a significant Group × Time interaction for vigorous PA. Compared with the control group, the experimental group reported higher mid- and post-test scores on motivational outcomes, theory of planned behavior variables, and vigorous PA. Within-group analyzes revealed improvements in autonomy support, need satisfaction, and autonomous motivation only in the experimental group. Although both groups showed increases in MVPA over time, the experimental group exhibited higher vigorous PA at mid- and post-test, whereas the control group showed declines in several motivational outcomes.Conclusion: Findings suggest that family involvement implemented alongside SE may provide added value in creating autonomy-supportive environments that strengthen students’ motivation and contribute to meaningful improvements in leisure-time PA.Impact statement: This study extends TCM research by providing findings consistent with motivational transfer from PE to leisure-time PA. Family involvement implemented alongside SE was associated with enhanced motivation, stronger social-cognitive beliefs about PA, and higher PA levels. These findings highlight the potential added value of coordinated school-family approaches to promote active lifestyles among youth.