Effects of a teaching intervention on the intention to be physically active in students of the Physical Conditioning Vocational Training programme
DOI:
https://doi.org/10.24310/riccafd.15.1.2026.22250Keywords:
basic psychological needs, motivation, vocational sport training, self-determined, quasi-experimental designAbstract
The present study examined the effects of a teaching intervention aimed at enhancing the motivational climate with respect to the satisfaction of basic psychological needs, motivation, self-esteem, and the intention to engage in future physical activity among first-year students enrolled in the Advanced Vocational Training Programme in Physical Conditioning. A quasi-experimental design was adopted, involving a control group (n = 18) and an experimental group (n = 14), with pretest and posttest assessments. The four-week intervention incorporated specific strategies to foster autonomy, competence, relatedness, and novelty. The results revealed a statistically significant difference in favour of the experimental group for the variable intention to be physically active. No significant differences were observed in the remaining variables, although positive trends emerged in the experimental group, particularly in perceived novelty and certain aspects of motivation. These findings support the educational potential of systematically applying motivational strategies grounded in Self-Determination Theory (SDT) and suggest that extending the duration and scope of such interventions may be necessary to fully evaluate their impact.
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