Table 1

Motivation strategy conditions
Intervention arms Description Hypothesized impact on PAand SDT constructs, relativeto baseline
Free Choice Equipment provided, but no instruction by the teacher took place. Higher PA levels
Lower sedentary behavior
Higher autonomy support from teacher (especially perceived choice)
Higher basic need satisfaction
Higher self-determined motivation
Providing Choice Provided options and offered opportunities for students to take initiative. Higher PA levels
Lower sedentary behavior
Higher autonomy support from teacher (especially perceived choice)
Higher basic need satisfaction
Higher self-determined motivation
Relevance Provided rationale and explained relevance of activities Higher PA levels
Lower sedentary behavior
Higher autonomy support from teacher (especially perceived relevance)
Higher basic need satisfaction
Higher self-determined motivation
Usual practice No intervention. Lesson activities conducted without researcher-directed teaching strategies No change in PA levels
No change in sedentary behavior
No change in basic need satisfaction
No change in self-determined motivation

Note: PA = physical activity, SDT = Self-Determination Theory.

Rosenkranz et al.

Rosenkranz et al. BMC Public Health 2012 12:834   doi:10.1186/1471-2458-12-834

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