Results from Estonia's 2022 Report Card on Physical Activity for Children and Youth: Research Gaps and Five Key Messages and Actions to Follow.

The aim of this article is to summarize the results of the 2022 Estonian Physical Activity Report Card across 10 indicators based on available scientific data and national databases, and, additionally, to compare the current results with previous Report Card results. A national expert panel, consisting of research and policy experts, identified the available sources and synthesized as well as graded relevant data related to the physical activity (PA) of Estonian children and youth. Grade B was assigned to Organized Sports and Physical Activity (B-), Community and Environment (B+), and Government (B).

Web-based need-supportive parenting program to promote physical activity in secondary school students: a randomized controlled pilot trial.

Background: Current global trend of insufficient physical activity (PA) among children and adolescents highlights the necessity of finding effective ways to promote PA in childhood. Self-determination theory (SDT) has demonstrated efficacy as a conceptual framework for developing interventions aimed at promoting diverse health behaviours. Parents have potential to influence children's health behaviours to a great extent, which could be enhanced from an online, self-paced training to gain knowledge on how to support children's intrinsic motivation towards particular health behaviour.

Fostering Need-Supportive Behaviors in Physical Education Teachers and Parents: A Cluster Randomized Controlled Trial Study Protocol of a Web-Based Intervention on Secondary School Students' Physical Activity.

Despite various benefits of physical activity, children are increasingly inactive. Both school physical education classes and support from parents are important determinants of physical activity level of children and adolescents. We aim to develop a web-based intervention for physical education teachers and parents to teach them to be more need-supportive towards children when discussing physical activity and thus increase children's autonomous motivation towards it.

Perceived Physical Education Teachers' Controlling Behaviour and Students' Physical Activity during Leisure Time-The Dark Side of the Trans-Contextual Model of Motivation.

Background: Previous studies have shown that the controlling behaviour of physical education teachers might be detrimental to their students’ psychological experiences. The purpose of this work was to examine whether and to what extent the different dimensions of the perceived controlling teaching questionnaire predict students’ basic psychological needs, motivations, and physical activities during leisure-time. Methods: A total of 299 students (164 boys and 135 girls) from four Estonian general education schools and two vocational education institutions participated in the study.

Web-Based and Face-To-Face Autonomy-Supportive Intervention for Physical Education Teachers and Students' Experiences.

The most of the previous autonomy-supportive interventions conducted have been partially effective and used only web-based or face-to-face approach. In the current study, a combined web-based and face-to-face intervention for physical education (PE) teachers was tested to examine whether it would lead to significant changes in students' self-reports of autonomy-supportive and controlling behaviours, psychological need satisfaction and frustration, and intrinsic motivation. Participants were 57 PE teachers ( = 45.

The Roles of Grit and Motivation in Predicting Children's Leisure-Time Physical Activity: One-Year Effects.

In this study, we tested two alternative models for investigating the ability of dimensions of personal grit (consistency of interest and perseverance of effort) and autonomous motivation to predict the leisure-time physical activity (LTPA) over a one-year period of 256 youth (aged 11-15 years at the beginning of the study). Specifically, we compared a model in which dimensions of grit were assumed to predict LTPA through autonomous motivation with a model in which autonomous motivation was assumed to predict LTPA through dimensions of grit. We tested the two models using variance-based structural equation modelling with Warp PLS v7.

The Effect of Teacher Autonomy Support on Leisure-Time Physical Activity via Cognitive Appraisals and Achievement Emotions: A Mediation Analysis Based on the Control-Value Theory.

Analyzing students' emotional experience in physical education (PE) is of crucial importance as it may fill an important gap in research examining the role of PE for students' leisure-time physical activity (PA). Based on the control-value theory of achievement emotions, the purpose of this study was to test the assumption that multi-dimensional autonomy support of the PE teacher may affect students' leisure-time PA via their appraisals of control and value and achievement emotions experienced in PE. Variance-based structural equation modelling was used to test the proposed model in a sample of 1030 students aged between 11 and 18 years (M = 13.

Application of the trans-contextual model to predict change in leisure time physical activity.

Objective: This study tested effects of changes in the psychological constructs of the trans-contextual model (TCM) on changes in adolescents' outside of school moderate-to-vigorous physical activity (PA) measured using self-report and accelerometer-based device.

Design: A three-wave longitudinal design was used. High school students (N = 331) completed measures of all the TCM constructs at Time1 and at Time2, five weeks apart.

Evaluating the Psychometric Properties of a Scale to Measure Perceived External and Internal Faces of Controlling Teaching among Students in Physical Education.

There are no validated instruments to date that have examined the students' perceptions of externally and internally controlling teaching practices in physical education (PE). Grounded in self-determination theory, the objective of this research was to provide validity and reliability evidence of the Controlling Teaching Scale for Physical Education (CTS-PE) to assess the external and internal faces of controlling teaching in PE through two sequential studies. In Study 1 ( = 241 students), an exploratory factor analysis revealed an eight-item two-factor solution (four items per factor).

The German Multi-Dimensional Perceived Autonomy Support Scale for Physical Education: Adaption and Validation in a Sample of Lower Track Secondary School Students.

Teachers' autonomy support (AS) in physical education (PE) has positive effects on students' affective and behavioral outcomes in PE. Even though the existence of three different dimensions of AS, namely cognitive, organizational and procedural AS has been suggested in educational settings, there is a lack of multidimensional instruments for the assessment of autonomy-supportive teaching in PE. The aim of this study was to validate the German Multi-Dimensional Perceived Autonomy Support Scale for Physical Education (MD-PASS-PE).

Motivational processes in physical education and objectively measured physical activity among adolescents.

Purpose: Grounded in self-determination theory (SDT), the present study tested how students' perceptions of autonomy support from physical education teachers predicts objectively measured moderate-to-vigorous physical activity (MVPA) of adolescents. According to SDT, it was expected that psychological needs and autonomous and controlled forms of motivation would mediate these relationships.

Methods: Students (n = 397) aged from 11 to 15 years in 17 different schools filled in questionnaires regarding SDT variables.

Detrimental Effect of Perceived Controlling Behavior from Physical Education Teachers on Students' Leisure-Time Physical Activity Intentions and Behavior: An Application of the Trans-Contextual Model.

In the present study, a trans-contextual model was applied to examine the relations between students' perceptions of controlling behavior from teachers, frustration over their basic psychological needs, autonomous motivation toward physical activity in a physical education context, autonomous motivation toward physical activity in an out-of-school context, beliefs and intentions toward future physical activity, and actual participation in physical activity outside of school. We adopted a three-wave prospective study design in which 234 students aged 11-19 years first completed measures of perceived controlling behavior from teachers, frustration over their basic psychological needs, and autonomous motivation toward physical activity in physical education. One week later, their autonomous motivation, beliefs, and intentions toward physical activity outside of school were measured.

Perceived Controlling Behaviors of Physical Education Teachers and Objectively Measured Leisure-Time Physical Activity in Adolescents.

The facilitative role of perceived autonomy support from physical education (PE) teachers on adolescents' leisure-time physical activity (PA) has been supported. This study aimed to examine the mechanism by which perceived controlling behaviors from PE teachers relate to adolescents' objectively measured leisure-time PA. In a three-wave prospective study, a total of 159 students (64 boys) aged 11 to 19 years old ( = 14.

Effects of a Web-Based Intervention for PE Teachers on Students' Perceptions of Teacher Behaviors, Psychological Needs, and Intrinsic Motivation.

Interventions based on self-determination theory to help teachers support their students' autonomy have measured teachers' autonomy-supportive and controlling behaviors as unidimensional constructs. This study investigated whether a Web-Based Autonomy-Supportive Intervention Program (WB-ASIP) for physical education (PE) teachers would alter their students' perceptions of (a) the teachers' multidimensional autonomy-supportive and controlling behaviors, (b) their own psychological need satisfaction and frustration, and (c) perceived intrinsic motivation. We found that WB-ASIP significantly increased students' perceptions of all autonomy-supportive teacher behaviors and students' need satisfaction.