Autonomy-supportive Physical Education and Physical Activity Among Chinese Vocational College Students: A Cluster Randomized Controlled Trial Based on an Integrated Self-determination Theory and Theory of Planned Behavior Model
Year: 2026
Type: article
Study designs: Randomized Controlled Trial, Clinical Trial
Abstract: Physical inactivity is a major public health issue for young adults, and vocational college students are especially at risk due to occupation-focused curricula and limited chances for regular physical activity. This study evaluated an autonomy-supportive physical education (PE) intervention to promote physical activity among Chinese vocational college students, testing a sequential pathway involving basic psychological need satisfaction and theory of planned behavior (TPB) variables. A 12-week cluster randomized controlled trial recruited 240 first-year students across eight classes, randomized into an autonomy-supportive intervention group (n=120) or a conventional skill-focused control group (n=120). Both groups attended two weekly 45-minute PE lessons. Measurements took place at baseline (T0), post-intervention (T1), and 3-month follow-up (T2), covering need satisfaction, physical activity attitude, subjective norm, perceived behavioral control, intention, and weekly moderate-to-vigorous physical activity (MVPA). Repeated-measures analyses tested longitudinal group differences, while structural equation modeling and bootstrap analysis examined the integrated self-determination theory (SDT)-TPB mediation model. In total, 229 students finished T1 assessments and 218 completed T2. Significant group × time interactions emerged for all outcomes (all p<0.001): need satisfaction (F=112.45, η²p=0.341), attitude (F=89.63, η²p=0.292), subjective norm (F=67.28, η²p=0.238), perceived behavioral control (F=78.59, η²p=0.267), intention (F=95.17, η²p=0.305), and weekly MVPA (F=72.34, η²p=0.250). At T1, the intervention group’s MVPA rose from 128.42±45.73 to 215.68±52.41 min/week, versus a modest rise (131.56±47.21 to 142.39±49.65 min/week) in controls. At T2, intervention-group MVPA stayed elevated (203.17±50.86 min/week) relative to controls (138.74±48.92 min/week). The model confirmed that autonomy-supportive teaching predicted higher need satisfaction, which sequentially predicted positive TPB beliefs, stronger intention, and greater MVPA. Bootstrap results validated this significant indirect mediating pathway. Autonomy-supportive PE is therefore a viable strategy to boost physical activity in this student population; psychological need satisfaction and TPB cognitions explain key intervention mechanisms.
Source: Global Education Bulletin
Authors: Ni Liu, Mohd Firdaus Bin Abdulah
Institution: City University
Language: English
Subfield: Social Psychology
Field: Psychology
Domain: Social Sciences
Open Access status: bronze
OpenAlex ID: W7224753787