Author(s): ESQUEDA-VALERIO, E., VILLARREAL-SALAZAR, A.C., VARGAS-BATRES, D.M., LÓPEZ-WALLE, J.M., TRISTÁN, J., Institution: UNIVERSIDAD AUTÓNOMA DE AGUASCALIENTES, Country: MEXICO, Abstract-ID: 2649

Introduction. Transformational teaching has been proposed as an effective instructional style to enhance students’ motivation in Physical Education by fostering the satisfaction of basic psychological needs (autonomy, competence, and relatedness) and the intention to be physically active. However, evidence in primary education and Latin American contexts is limited, despite high levels of physical inactivity among Mexican children. The aim was to analyse a model linking students’ perception of their Physical Education teacher’s transformational teaching with the intention to be physically active, examining the mediating role of basic psychological need satisfaction in 10–12-year-old pupils.
Methods. A cross-sectional, correlational study was conducted with 283 fifth-grade primary school students (10–13 years) from public schools in the metropolitan area of Aguascalientes, Mexico. The Transformational Teaching Questionnaire, the Mexican Scale of Basic Psychological Needs Satisfaction in Physical Education (satisfaction subscales), and the Intention to be Physically Active Questionnaire were used. Instruments were administered in the classroom with informed consent and anonymity. Descriptive statistics, internal consistency, and Pearson correlations were calculated, confirmatory factor analyses were performed, and three structural equation models were estimated: a direct model (transformational teaching → intention), a mediated model (transformational teaching → basic psychological needs → intention), and a combined model.
Results. All variables showed adequate internal consistency (α ≥ .76). Transformational teaching, basic psychological need satisfaction, and intention to be physically active were positively correlated (p < .01), and the measurement models showed good fit (CFI and IFI ≥ .91; RMSEA ≤ .08). In the direct model, transformational teaching was positively related to the intention to be physically active. In the mediated model, transformational teaching positively predicted basic psychological need satisfaction, which in turn positively predicted the intention to be physically active. In the combined model, the transformational teaching → intention path became non-significant, indicating full mediation.
Discussion. Students’ perception of transformational teaching in Physical Education is associated with a higher intention to be physically active in primary school children through the satisfaction of autonomy, competence, and relatedness during classes. These findings extend Self-Determination Theory evidence to Mexican children and highlight the importance of training teachers in transformational strategies that support basic psychological needs to promote future adherence to physical activity and school health.