The relationship between physical education teachers’ competence support and middle school students’ participation in sports: A chain mediation model of perceived competence and exercise persistence

Yubo Liu; Jianhua Yan; Jing Li

doi:10.1371/journal.pone.0314338

. 2025 Jan 7;20(1):e0314338. doi: 10.1371/journal.pone.0314338

The relationship between physical education teachers’ competence support and middle school students’ participation in sports: A chain mediation model of perceived competence and exercise persistence

Yubo Liu ¹, Jianhua Yan ^1,^*, Jing Li ¹

Editor: Henri Tilga²

PMCID: PMC11706385 PMID: 39775358

Abstract

This study explores the relationship between physical education teachers’ support and middle school students’ participation in sports. It also clarifies this relationship’s mediating roles of perceived competence and exercise persistence. A questionnaire survey involved 879 Chinese middle school students, consisting of 434 males and 445 females. The results indicate a significant positive correlation between teachers’ competence support and students’ participation in sports (p < 0.01). Perceived competence and exercise persistence as important mediators between teachers’ competence support and students’ involvement in sports, with the mediation effect comprising independent mediation by perceived competence and exercise persistence and a chain mediation effect involving both. The effect value was 0.156, with contributions of 60.4%, 43.6%, and 73.1% to the total mediating effect, respectively. In physical education courses, teachers should enhance their competence to support students, increase students’ interest in learning, and promote the development of sports participation. By understanding the predictive roles of teacher support, perceived competence, and exercise persistence on sports participation, strategies can be developed to better enhance students’ levels of participation in physical activities, thereby improving their beliefs about physical health and their confidence in exercising.

Introduction

In recent years, insufficient physical activity has emerged as a significant issue impacting the physical and mental health of adolescents [1]. Despite substantial evidence demonstrating that regular participation in physical activities offers various health benefits [2], a considerable number of middle school students fail to engage in adequate physical exercise to realize these advantages. Additionally, research on the factors influencing physical activity participation among middle school students remains relatively limited.

In light of this situation, there is growing attention on strategies to promote student participation in physical activities and enhance their foundational motor skills. Furthermore, the academic community acknowledges the crucial role of teacher support in influencing students’ physical activity behaviors. Existing research suggests that teachers, as the direct transmitters of knowledge to adolescents, play an important role in the process of student growth. Students’ perceived teacher support is an important variable that has an impact on individual psychological factors such as goal orientation and achievement motivation. Positive interactions between teachers and students play a positive role on students’ cognition, emotions and behavior [3, 4]. Consequently, this study aims to investigate both the relationship and internal mechanisms between physical education teachers’ support and middle school students’ participation in physical activities.

Throughout the physical education curriculum, fulfilling students’ psychological needs and boosting their intrinsic motivation to participate in physical activities can enhance their interest in engaging in these activities [5], which is also conducive to the development of exercise habits [6]. Nevertheless, much of the existing literature on student physical participation tends to concentrate on the effects of isolated factors. Although the support provided by teachers helped some students to increase their interest in sport, the impact of physical education teachers on student participation in sport in terms of student competence [7, 8]. The influences on students’ commitment to physical activities are multifaceted, and there is comparatively little research examining the roles of teacher support, students’ self-perceived capabilities, and levels of exercise persistence. This paper examines the relationship between physical education teachers’ support and middle school students’ engagement in physical activities, specifically exploring the mediating roles of perceived competence and exercise persistence. This investigation aims to elucidate the mechanisms through which various influences affect students’ participation in physical activities, ultimately providing valuable insights for enhancing student engagement and promoting the healthy development of adolescents’ physical and mental well-being.

Theoretical foundation

The psychological needs for autonomy, competence, and relatedness are central to Self-Determination Theory (SDT) and are essential for understanding the relationship between teaching behaviors and student motivation types [9, 10]. According to SDT, when the external environment fulfills an individual’s psychological needs in three areas—autonomy [11], competence [12], and relatedness [10]—individuals are motivated. This motivation facilitates the internalization of external motivation into autonomous behavioral motivation and enhances well-being, thereby increasing the persistence of individuals’ efforts to engage in activities [10]. It is also considered to promote optimal functioning [13]. Furthermore, the more students’ needs are satisfied, the higher their motivation levels [14]. Autonomous motivation encompasses voluntary reasons for engaging in the curriculum, such as recognizing the value of an activity or finding it enjoyable and challenging [11]. Consequently, students with high learning motivation are likely to exert greater effort in the classroom [15]. A substantial body of research based on SDT [11] indicates that a supportive teaching style effectively optimizes teaching, as competence-supportive teaching styles nurture students’ fundamental psychological needs for autonomy, competence, and relatedness [16, 17]. Therefore, SDT provides a robust theoretical foundation for understanding the positive effects of teacher support.

Literature review and research hypotheses

The role of physical education teacher competence support in student sports participation

Self-determination theory suggests that when the external environment satisfies an individual’s psychological needs for autonomy, competence, and relatedness, the individual becomes motivated to sustain their efforts in a particular activity [18]. Teacher support, as a crucial component of social support, serves as a key environmental factor that significantly influences the development of students’ abilities. Teacher competence support pertains to establishing a well-defined structure within the PE learning environment. This is primarily accomplished by PE teachers conveying realistic expectations to students, rationalizing the rules they implement, offering constructive feedback, and tailoring physical activities to students’ abilities and progress levels [8]. From the teacher’s perspective, there is a tendency to focus on promoting students’ independent thinking [19]. Teachers who provide autonomy support actively seek to identify, develop, and foster students’ interests through strategies such as soliciting students’ interests and viewpoints and using invitational language [20]. Chatzisarantis and Hagger conducted a large-scale intervention study that confirmed the positive impact of teacher support on students’ extracurricular physical activity participation. Compared to students under neutral teacher support conditions, students under teacher support conditions demonstrate a stronger willingness to exercise during leisure time and participate more frequently in leisure physical activities [21]. This is because students who perceive teacher support are more likely to have their needs met, which stimulates their intrinsic motivation for sports [14]. This intrinsic motivation has a positive impact on students’ sense of well-being in their participation in sports, leading to greater enjoyment of physical activities [7]. Not only in physical education but the teaching behaviors of physical education teachers and their attention to students are related to students’ learning motivation and engagement in the classroom. Research has demonstrated that multiple dimensions of teacher support positively predict physical activity participation; however, there is a lack of further exploration regarding the reciprocal influence between teachers’ competence support and students’ physical activity participation. Thus, Hypothesis 1 is proposed: Physical education teachers’ competence support can positively predict middle school students’ sports participation.

The role of student perceived competence in teacher competence support and sports participation

Existing research has shown that perceived competence has become a key motivational determinant for students’ participation in physical activities and is considered the most consistent modifiable correlate of physical activity among children and adolescents. Perceived competence can be understood as an individual’s belief in their abilities across various domains of achievement. When explaining the internal mechanisms of physical education teachers’ competence to support sports participation, the impact of students’ perceived competence on external factors is first considered. Self-determination theory describes the relationship between students’ perceived abilities and the support for internal and external motivations [14]. Generally, students with higher perceived abilities tend to participate more actively in sports activities, while students with lower perceived abilities may withdraw from sports participation due to peer ridicule or team exclusion [22]. Furthermore, students with higher sports perception abilities are more likely to engage in physical exercise during school and leisure time [23, 24]. In terms of physical activities, competence support provided by teachers, parents, coaches, and school administrators promotes students’ self-motivation and improvement, which aligns with the psychological processes in self-determination theory [25]. When teachers provide competence support in physical education, students may develop teamwork, goal-setting, and leadership skills as their needs related to abilities are met [26]. Previous research has investigated how students’ perceived competence impacts the extent to which they are influenced by external factors and their improvement in physical skills. However, the role of perceived competence within the internal mechanisms of teacher support and student physical activity participation has not been clearly defined, and few studies have examined the mediating effect of students’ perceived competence between teacher support and physical activity participation. Therefore, Hypothesis 2 is proposed: Student perceived competence mediates the relationship between physical education teachers’ competence to support and middle school students’ sports participation.

The role of exercise persistence in the relationship between physical education teacher competence support and sports participation

Sociologists widely agree that participation behavior is a state of persistence within an individual’s behavioral process [27]. When Scanlan et al. introduced the concept of persistent behavior into the field of sports, they considered it as a psychological drive that promotes continued participation [28]. Persistence is defined as a continued investment in learning when obstacles are encountered [29]. Ahn et al. examined the relationship between college students’ self-regulation and their willingness to participate in and persist with sports, demonstrating that, when controlling for intrinsic motivation and positive emotions, self-regulation competence is significantly related to the level of sports participation and the willingness to persist [30]. Previous researchers have identified persistence as an outcome variable of achievement goals in the study of motivation in sports. Additionally, many researchers have examined the positive predictive role of perceived competence on academic persistence. Regarding the predictive factors of exercise persistence for sports participation, Viira et al. indicated through their research that students with more experienced backgrounds in sports, and therefore greater physical competence, are more likely to frequently participate in physical activities compared to students with limited exercise experience [31]. Although the academic community has confirmed that exercise persistence can predict sports participation [32] and that activity levels during childhood and adolescence can predict physical activity levels in adulthood [33]. However, few studies investigate exercise persistence as an endogenous variable in physical activity participation. Furthermore, it remains to be explored whether the influence of exercise persistence on physical activity participation persists under the intervention of teacher competence support. Therefore, Hypothesis 3 is proposed: Exercise persistence mediates the relationship between physical education teacher competence support and middle school students’ sports participation.

Overall hypothetical model

In summary, although the support provided by teachers can enhance the interest in physical activity among some students, the impact of physical education teachers’ support for students’ competence. Therefore, the purpose of this study is to examine the influence mechanism of junior high school physical education teachers’ competence support on students’ physical activity participation, as well as the mediating roles of perceived competence and exercise persistence. This examination aims to facilitate the implementation of effective physical education programs, thereby increasing participation in physical activities and promoting the physical and mental health of junior high school students. Integrating Hypotheses 1 to 3, it is considered that there may exist a chain of pathways described as “teacher competence support → perceived competence → exercise persistence → sports participation.” The internal mechanism by which physical education teacher competence support affects student sports participation may be that through competence support, teachers enhance students’ perceived abilities, allowing students to engage in sports under external influences, thereby improving their level of exercise persistence and increasing their participation in sports activities. Accordingly, Hypothesis 4 is proposed: perceived competence and exercise persistence serve as chain mediators in the relationship between physical education teacher competence support and middle school students’ sports participation. The hypothetical model is illustrated in Fig 1.

Methodology

Participants

This study utilized a stratified cluster sampling method to conduct a survey of 1,400 students from ten middle schools in Kaifeng City, from March 10 to April 10, 2024. The survey questionnaires were distributed and collected on-site, resulting in 1,400 issued questionnaires and 1,120 returned. The study was approved by the Ethics Committee of Henan University on March 1, 2024 (approval number: HUSOM 2024–139). Before the survey, consent was obtained from the subject teachers, and the informed consent form was verbally read to the students, securing their support for participation. After excluding 241 questionnaires deemed invalid due to incomplete or incorrect responses, 879 questionnaires were included in the analysis, yielding a response rate of 80% and a valid response rate of 78.5%. The sample included 434 male students and 445 female students, with ages ranging from 12 to 17 years (M = 13.53, SD = 1.04). The distribution of students by grade level consisted of 293 first-year students (33.3%), 296 second-year students (33.7%), and 290 third-year students (33.0%).

Instruments

(1) Students’ perceived physical education teacher competence support scale

Students’ perceived physical education teacher competence support scale was adapted from Reeve et al. [34] and Standage [35], and the Chinese version of the "Physical Classroom Needs Support Scale" developed by Yin Long was used to measure students’ perceptions of teacher competence support [36]. This scale includes four items, such as "We feel that our physical education teacher provides us with many choices in class." The questionnaire utilized a 7-point Likert scale, where higher total scores indicate a greater level of perceived support. The validation results show that the confirmatory factor analysis (CFA) produced x² = 328.655, x²/df = 4.108, GFI = 0.962, NFI = 0.962, IFI = 0.971, TLI = 0.965, CFI = 0.971, RMR = 0.035, RMSEA = 0.053. Reliability testing indicated a Cronbach’s α = 0.814 and a Guttman split-half coefficient of 0.893.

(2) Perceived competence scale

Perceived competence scales quoted from Guan [22], including statements such as "I am confident that I can master the skills taught in class." All items used a 5-point Likert scale, where higher total scores represent a greater level of perceived competence. Validation results indicated that the confirmatory factor analysis (CFA) resulted in x² = 3.52, x²/df = 1.76, GFI = 0.99, NFI = 0.962, IFI = 0.921, TLI = 0.925, CFI = 0.99, RMR = 0.02, RMSEA = 0.053. Reliability testing showed a Cronbach’s α = 0.805 and a Guttman split-half coefficient of 0.823.

(3) Exercise persistence scale

Exercise persistence scale were adapted from Guan [29], which includes statements such as "When I encounter difficulties in certain skills, I practice again." All items used a 5-point Likert scale, where higher total scores indicate a greater level of exercise persistence. Validation results indicated that the confirmatory factor analysis (CFA) produced x² = 32.655, x²/df = 5.205, GFI = 0.932, NFI = 0.922, IFI = 0.921, TLI = 0.965, CFI = 0.971, RMR = 0.035, RMSEA = 0.043. Reliability testing indicated a Cronbach’s α = 0.9 and a Guttman split-half coefficient of 0.832.

(4) Physical activity rating scale-3, PARS-3

Physical activity rating scale-3 revised by Liang Qingde [37] was used to examine levels of physical exercise in terms of intensity, frequency, and duration. The formula for calculating physical exercise volume was as follows: Physical Exercise Volume = Intensity × (Duration—1) × Frequency, with each dimension scored from 1 to 5. The standards for physical exercise levels were categorized as: low exercise volume ≤ 19 points, moderate exercise volume 20–42 points, and high exercise volume ≥ 43 points. Validation results indicated that the confirmatory factor analysis (CFA) produced x² = 37.655, x²/df = 4.105, GFI = 0.912, NFI = 0.902, IFI = 0.821, TLI = 0.921, CFI = 0.911, RMR = 0.045, RMSEA = 0.033. Reliability testing indicated a Cronbach’s α = 0.64 and a Guttman split-half coefficient of 0.876.

Statistical methods

Utilizing SPSS 26.0 for exploratory factor analysis of each scale. Using the PROCESS macro to analyze the data. The Harman single-factor test was conducted to prevent common method bias. To test the significance of the chain mediation model, model 6 in the PROCESS macro was used [38]. And employing AMOS 28.0 to conduct confirmatory factor analysis on the established structural equation model.

Results

Common method bias test

This study utilized Harman’s single-factor test, incorporating all items related to physical education teacher competence support, student perceived competence, exercise persistence, and exercise participation into exploratory factor analysis. Four factors were extracted with eigenvalues greater than 1, with the first factor explaining 33.49% of the variance, which is below the critical threshold of 40% in statistical analysis. Therefore, it can be inferred that this study does not suffer from significant common method bias issues.

Descriptive statistics and correlation analysis

The results of the Pearson bivariate correlation analysis among the variables indicate that the correlation matrix among the variables is significant (Table 1).

Table 1. Variable description and correlation analysis results.

	M	SD	Students’ perceived teacher support	Perceived competence	Exercise persistence	Exercise participation
Students ’perceived teacher support	5.65	1.23	1
Perceived competence	3.62	0.91	0.370^**	1
Exercise persistence	3.89	0.86	0.440^**	0.485^**	1
Exercise participation	25.41	22.21	0.118^**	0.268^**	0.189^**	1

Open in a new tab

Note:

***P < .001,

**P < .01,

*P < .05

Among them, students’ perceived teacher support is significantly positively correlated with perceived competence (r = 0.370, P<0.001), students’ perceived teacher support is significantly positively correlated with exercise persistence (r = 0.440, P<0.01), students ’perceived teacher support is significantly positively correlated with exercise participation (r = 0.118, P<0.01), perceived competence is significantly positively correlated with exercise persistence (r = 0.485, P<0.01), perceived competence is significantly positively correlated with exercise participation (r = 0.268, P<0.01), and exercise persistence is significantly positively correlated with exercise participation (r = 0.189, P<0.01). These results provide preliminary support for the hypotheses regarding the direct relationships among the variables in this study and also indicate that the conditions for model construction and mediation effect testing are satisfied.

The mediating role of perceived competence and exercise persistence between teacher competence support and exercise participation

This study considers perceived competence and exercise persistence as mediating variables between teacher competence support and exercise participation. The results show that the fit indices of the three models are all less than 5, RMSEA is all less than 0.08, and the other model fit coefficients are all greater than 0.9 (Table 2), indicating that all three models have good fit and can all serve as mediating variables to explain the relationship between students’ perceived teacher support and exercise participation.

Table 2. Structural equation model fit indices.

Fit index	X²/df	GFI	AGFI	CFI	TLI	RMSEA
Fit criterion	<3	>0.90	>0.90	>0.90	>0.90	<0.08
Model 1	2.681	0.963	0.941	0.950	0.933	0.061
Model 2	2.332	0.973	0.956	0.965	0.953	0.052
Model 3	2.562	0.962	0.971	0.969	0.921	0.062

Open in a new tab

Note: Model 1 has perceived competence as the mediating model; Model 2 has exercise persistence as the mediating model; Model 3 is the chain mediation model.

To explore the positive predictive effects of teacher competence support, perceived competence, and exercise persistence on exercise participation, hierarchical regression analysis was conducted using SPSS 24.0, with teacher competence support, perceived competence, and exercise persistence as independent variables and exercise participation as the dependent variable. The regression analysis results for the chain mediation effect model are shown in Table 3.

Table 3. Regression analysis of teacher competence support, perceived competence, exercise persistence, and exercise participation.

Variable	Exercise participation
	Model 1			Model 2			Model 3
	SE	β	T	SE	β	T	SE	β	T
Students ’perceived teacher support	0.031	0.386^***	12.403	0.035	0.042	1.755	0.037	0.042^**	1.125
Perceived competence				0.035	0.222^***	6.927	0.038	0.222^***	5.834
Exercise persistence							0.039	0.062^**	1.572
F	153.833^***			35.528^***			24.548^***
R²	0.150			0.750			0.078

Open in a new tab

Note:

***P < .001,

**P < .01,

*P < .05

From Table 3, it can be seen that teacher competence support significantly predicts students’ exercise participation (F = 153.833, β = 0.386, P<0.001), explaining 15.0% of the variance. This indicates that middle school students’ perceptions of physical education can directly influence their exercise behavior, supporting hypothesis H1. When perceived competence is included as an independent variable in the regression equation model, the predictive effect of students’ perceived teacher support on exercise participation is partially significant, with statistical differences (F = 35.528, P<0.001), explaining 75.0% of the variance, indicating that perceived competence serves as a complete mediating role between teacher competence support and exercise participation, supporting hypothesis H2. When exercise persistence is included in the regression equation model, the predictive effect of teacher competence support on exercise remains significant, showing statistical differences (F = 24.584, P<0.001), explaining 7.8% of the variance, indicating that perceived competence plays a mediating role between teacher competence support and exercise participation, thus supporting hypothesis H3.

Analysis of the chain mediation effect of perceived competence and exercise persistence between teacher competence support and exercise participation

To examine the mediating effects of perceived competence and exercise persistence on the relationship between teacher competence support and exercise participation, a structural equation model was established using AMOS software. The results of the Bootstrap test for the mediation effect are presented in Table 4 and Fig 2.

Table 4. Bootstrap test of mediation effect.

Mediation model	Mediation effect	Effect size	SE	Bootstrap 95%CI		P	Proportion of effect
Mediation model	Mediation effect	Effect size	SE	Upper limit	Lower limit	P	Proportion of effect
Model 1	Direct effect	0.062	0.033	-0.007	0.131	0.796	39.6%
	Indirect effect	0.094	0.016	0.064	0.129	<0.05	60.4%
	Total effect	0.156	0.033	0.091	0.222	<0.01	100%
Model 2	Direct effect	0.088	0.037	0.015	0.161	<0.05	56.4%
	Indirect effect	0.068	0.018	0.033	0.104	<0.01	43.6%
	Total effect	0.156	0.033	0.091	0.222	<0.01	100%
Model 3	Direct effect	0.042	0.037	0.091	0.221	<0.01	26.9%
	Indirect effect	0.114	0.022	0.074	0.159	<0.01	73.1%
	Total effect	0.156	0.033	0.091	0.222	<0.01	100%

Open in a new tab

Note: Model 1 has perceived competence as the mediating model; Model 2 has exercise persistence as the mediating model; Model 3 is the chain mediation model.

The statistical results indicate that the mediating effects of perceived competence and exercise persistence consist of three indirect effects. The indirect effect 1 of Model 1 has a Bootstrap 95% confidence interval that does not include 0, suggesting that "perceived competence " plays a significant mediating role between "teacher competence support" and "exercise participation," with a mediating effect proportion of 60.4%. The indirect effect 2 generated by Model 2 also has a Bootstrap 95% confidence interval that does not include 0, indicating that "exercise persistence" significantly mediates the relationship between "teacher competence support" and "exercise participation," with a mediating effect proportion of 43.6%. The indirect effect 3 from the paths in Model 3 has a Bootstrap 95% confidence interval that does not include 0, demonstrating that "perceived competence " and "exercise persistence" significantly mediate the relationship between "teacher competence support" and "exercise participation," with a mediating effect proportion of 33.33%, thereby supporting hypothesis H4.

Discussion

The study found that physical education teacher competence support can directly and significantly positively predict middle school students’ exercise behavior. Specifically, as teacher competence support increases, so too does the frequency, duration, and volume of exercise among junior high school students. This finding is consistent with previous research indicating that "teachers who provide autonomy support foster a specific set of intrinsic motivational rules, thereby promoting students’ exercise participation" [39], and that "teacher support has a significant predictive effect on students’ intrinsic motivation for physical activities" [40]. In an environment characterized by teacher competence support, such support positively influences students’ enjoyment of exercise and their participation in physical activities, thereby facilitating the implementation of effective physical education curricula and enhancing participation rates and mental health among junior high school students [7, 41].

Based on self-determination theory, the relationship between physical education teachers’ competence to provide support and students’ physical activities can be examined from two perspectives: competence satisfaction and intrinsic motivation. Specifically, when teachers implement effective strategies, students’ psychological needs are fulfilled, thereby fostering their active participation in physical activities [25].

Direct effect of physical education teacher competence support

According to Hypothesis 1, physical education teacher competence support can positively predict middle school students’ involvement in sports. This finding is consistent with the assumptions of self-determination theory [42]. Koka A’s research explored the effects of teacher cognitive support, process support, and organizational autonomy support on students’ intrinsic motivation. The results indicated that the autonomy support provided by teachers significantly enhanced students’ intrinsic motivation, thereby promoting their participation in sports [40]. Through competence support, physical education teachers can significantly elevate students’ levels of participation in sports, primarily reflected in several aspects: First, teacher competence support can strengthen students’ self-efficacy. Bandura’s self-efficacy theory posits that an individual’s confidence in their abilities is a crucial factor influencing their participation behaviors [43]. Teachers who provide competence support can enhance students’ perception of their capabilities by offering positive feedback and reasonable challenges, making them more willing to engage in physical activities. This positive emotional feedback not only boosts students’ confidence but also enables them to become more actively involved in exercise. Additionally, surveys indicate that the competence support provided by teachers helps students better understand sports skills, reducing psychological barriers to participation. By designing exercises and competitive activities suitable for students’ competence levels, physical education teachers enable students to experience moderate challenges and a sense of achievement during participation, thereby increasing their interest in sports. Furthermore, the guidance and encouragement provided by teachers during the competence support process can alleviate students’ fears of failure, encouraging them to take on challenges. This environment not only instills a sense of safety in students but also significantly promotes their ongoing participation in sports.

Teachers’ competence support can assist students in proactively selecting sports that match their skill levels based on their positive responses before participating in physical activities, thereby creating a more conducive learning environment. This finding emphasizes that the role of physical education teachers extends beyond merely fulfilling basic teaching duties and establishing foundational support relationships. Furthermore, teachers should strive to create a positive exercise atmosphere based on the feedback provided by competence support, enhancing students’ experiences and sense of achievement during physical exercise. These research findings hold significant practical implications for teacher training and curriculum design.

In terms of teacher training, training programs should focus on enhancing teachers’ understanding and application of competence support for students, helping them learn how to adjust teaching strategies according to students’ individual differences and responses. This includes not only the instruction of physical skills but also psychological support and emotional management, enabling teachers to better motivate students to engage in physical activities.

Regarding curriculum design, programs should be flexible and varied, featuring a range of adjustable difficulty sports tailored to different students’ skill levels and interests, allowing students to freely choose and participate in a safe and supportive environment. This personalized teaching approach will help improve students’ confidence, sense of participation, and interest in sports, thus driving them to achieve deeper satisfaction in physical exercise. By implementing these concepts in teacher training and curriculum design, it is possible to effectively enhance students’ performance and experiences in physical activities, thereby promoting their overall development.

Mediating effect of student perceived competence

According to Hypothesis 2, student perceived competence mediates the relationship between physical education teacher competence support and middle school students’ sports participation. This conclusion is in line with Miller’s findings, which emphasize the importance of intrinsic motivation in activity participation within self-determination theory, highlighting that “intrinsic motivation is the most enduring form of motivation, and satisfying intrinsic motivation promotes personal enjoyment and self-regulation of behavior” [44]. This theoretical foundation offers a critical perspective for understanding how students perceive teacher competence support and transform it into motivation for sports participation.

Existing research has verified a significant correlation between students’ perceived competence and sports participation. For instance, assessments of participation in school sports and perceived social support show a positive correlation between high levels of perceived competence among middle school students and their engagement in sports behavior [45]. This indicates that students’ perceived competence not only reflects their response to physical education teacher support but also further influences their sports participation behaviors. Throughout the process of physical education, teacher support creates a favorable external drive for middle school students. This support manifests not only in assigning tasks, conducting assessments, and providing incentives but also subtly influences students’ exercise behaviors through emotional support, feedback, and guidance. As Deci and Ryan pointed out, teachers can enhance students’ intrinsic motivation by providing appropriate support, thereby increasing their enthusiasm and persistence in sports participation [11]. When students feel supported by their teachers, they are more likely to translate these subjective experiences into a deeper understanding of physical activities, leading to a more positive attitude toward participation, seeking inner joy and satisfaction.

Data analysis in this study revealed a highly significant mediating effect of student perceived competence between physical education teacher competence support and sports participation. This finding further illustrates the complexity of interactions between teacher support and students’ perceived competence in educational environments and how they collectively promote student involvement in sports activities. This transformational process not only highlights the close connection between physical education and cognitive development among middle school students but also emphasizes the key role of teacher support in shaping students’ attitudes and experiences related to sports participation. This suggests that in the process of physical education teaching, it is essential not only to focus on the role of physical education teachers’ competence support as a single factor but also to fully leverage the mediating role of students’ perceived competence and other subjective factors in physical activity participation. By enhancing teacher training, systematic training programs should be developed around how to strengthen teachers’ competence support, particularly in the areas of psychological and emotional support. Teachers need to learn how to effectively identify and enhance students’ perceived competence in order to better motivate them to participate during instruction. Moreover, training should include strategies for creating a positive learning environment, which enables students to feel supported and valued in physical activities, thereby increasing their confidence and willingness to participate. In terms of curriculum design, educators should flexibly adjust course content to accommodate the varying abilities and perceptions of different students. Designing diverse physical activities that allow students to choose participation based on their own levels and interests will help improve their exercise experience and sense of achievement. Additionally, the curriculum should incorporate the cultivation of students’ perceived competence, for instance, through reflective practice or peer feedback activities, to promote interaction and collaboration among students, enhancing their enthusiasm for participation through social support.

Mediating effect of exercise persistence

According to Hypothesis 3, exercise persistence serves as a mediating factor between physical education teacher competence support and middle school students’ involvement in sports. In physical education, a teaching style that supports students’ psychological needs effectively enhances students’ intrinsic motivation for exercise, resulting in increased effort and engagement during physical education classes. This heightened engagement from students translates into higher levels of sports participation and adherence [32]. When students perceive effective support from their teachers, their energy and involvement in class significantly increase, reflected by higher levels of sports participation and sustained exercise persistence.

Consistent with our findings, Ley et al. examined the relationship between self-regulation, sports participation, and adherence intentions among college students, revealing that, after controlling for intrinsic motivation and positive emotions, self-regulation was significantly related to levels of sports participation and adherence intentions [46]. Specifically, through effective competence support, teachers can help students develop positive attitudes and confidence towards physical activity. This support includes not only technical guidance and emotional encouragement but also recognizing students’ efforts. For example, our research found that when teachers provide timely positive feedback, students’ exercise motivation and willingness to adhere significantly increase. Further analysis indicates that exercise persistence, as a mediating variable, has a significant impact on the relationship between teacher competence support and student sports participation. Teacher support first enhances students’ intrinsic motivation for exercise, which subsequently fosters exercise persistence and ultimately leads to enhanced levels of participation.

This finding suggests that exercise persistence mediates the relationship between physical education teacher competence support and middle school students’ sports participation, and by enhancing students’ exercise motivation and self-efficacy, it facilitates better participation in physical activities. Curriculum content design should consider how to stimulate students’ interest through a variety of physical activities and ensure that these activities can enhance students’ self-confidence. Teachers can design sports of varying difficulty and types, allowing students to experience a sense of achievement through challenges while enhancing their intrinsic motivation for physical activity. It is also emphasized that teachers play a key role in educational practice; their supportive behaviors can effectively promote students’ persistence in exercise, laying a foundation for long-term participation in physical activities. In subsequent training, special attention should be given to how to cultivate teachers’ supporting skills, including how to effectively stimulate students’ motivation for physical activity and their self-efficacy. This can be practiced through demonstrations, role-playing, and reflective teaching, enabling teachers to learn how to provide targeted support and feedback in real situations to encourage students’ long-term engagement. In summary, physical education teachers should establish a supportive environment and provide positive feedback to motivate student participation, thereby promoting their future exercise behaviors.

Chain mediating effect of student perceived competence and exercise persistence

According to Hypothesis 4, student perceived competence and exercise persistence act as chain mediating factors between physical education teacher competence support and middle school students’ sports participation. This study reveals how teacher competence support enhances students’ perceived competence, which in turn strengthens exercise persistence, subsequently affecting students’ sports participation. This finding provides a novel perspective on how to effectively promote sports participation among middle school students. Previous research has also indicated that students with higher perceived competence are more likely to demonstrate enjoyment and persistence in physical activities [22]. Our study similarly finds that when teachers provide targeted competence support, students’ perceived abilities significantly increase, thereby enhancing their participation in physical activities. This suggests that teacher competence support encompasses not only technical guidance but also emotional support and feedback, all of which contribute to boosting students’ self-perception and perceived abilities.

Building on this, we also observed that students with low levels of academic self-efficacy benefit from student-centered teaching methods. This approach enhances perceived competence by increasing students’ autonomy and subsequently influencing their sports participation [47]. Teacher support also meets students’ autonomy needs, resulting in increased perception of their own skills [48]. Thus, beyond focusing on the development of physical skills and fitness, physical education teachers should emphasize students’ psychological adaptability in their teaching, creating an environment that promotes learning and active participation while providing multi-level support. Furthermore, this study highlights the interactive relationship between perceived competence and exercise persistence. Students with high perceived competence tend to establish stronger adherence to exercise, as they can find enjoyment in physical activity and are less likely to give up in the face of setbacks. This chain mediating model reveals the complexity of physical education teaching: teacher competence support first enhances students’ perceived abilities, which consequently strengthens their exercise persistence, ultimately promoting participation in physical activities. This finding provides a theoretical basis for physical education practice and underscores the importance of aiding students in enhancing their perceived competence and exercise persistence during the teaching process.

In summary, the competence support and engagement of teachers, along with middle school students’ perceived abilities and sports participation, are significant factors influencing students’ engagement in physical activities. This suggests that future physical education practices should prioritize this chain mediation mechanism, encouraging teachers to implement more personalized and supportive teaching strategies to help students overcome challenges in sports and cultivate lasting exercise habits. This not only contributes to improving students’ physical fitness but also promotes their psychological well-being and social adaptability, achieving the comprehensive educational goal of overall development.

Research conclusions, implications, and limitations

Research conclusion

The teacher competence support, student perceived competence, exercise persistence, and sports participation have significant positive correlations with one another. In the relationship between teacher competence support and student sports participation, perceived competence and exercise persistence serve as significant mediators. The mediating effect consists of both the independent mediation of perceived competence and exercise persistence, as well as the chain mediation between the two. To this end, schools can provide various capacity support training and teaching competitions for teachers to enhance their competence to support teaching. Teachers should establish a positive classroom atmosphere and provide timely and constructive feedback to enhance students’ self-efficacy and motivation for physical activity, enabling students to exert more effort and optimize their perception of competence, while also recognizing the importance and interest of physical education. In the future, research can continue to be conducted on the interplay between the different factors and cultures that influence students’ participation in sports, and to explore interventions between them. Curriculum design should incorporate diverse activities that integrate elements of knowledge, skills, games, and emotional attitudes to enhance adolescents’ recognition of the value of physical education, stimulate their positive emotional experiences, and encourage their participation in physical exercise. Furthermore, we should explore the educational value of physical education, integrating it with knowledge, skills, games, and emotional attitudes to enhance adolescents’ recognition of the value of physical education, stimulate positive emotional experiences, and encourage students’ enthusiasm for physical exercise.

Research implications

Based on the comprehensive results and discussions, the following implications related to sports learning engagement can be summarized:

During physical education instruction, physical education teachers should not only complete basic teaching tasks and establish fundamental supportive relationships but also create a positive exercise atmosphere based on the competence feedback provided by their teaching support. This approach aims to enhance students’ experiential and gainful feelings during physical exercise. It is important to not only focus on the role of teacher competence support as an individual factor but also to fully leverage subjective factors, such as students’ perceived abilities, in mediating sports participation.

During the learning process, heuristic teaching methods can be employed to cultivate students’ competence to reflect, revise, and analyze knowledge of movement skills. This helps establish students’ self-esteem and promotes positive, independent feedback on their learning experiences. Consequently, it enables more effective teaching strategies and techniques in physical education practice.

Research limitations

Despite this study’s examination of the influence of physical education teacher competence support on middle school students’ sports participation through the lens of self-determination theory, there are several limitations:

First, this study employs a cross-sectional design, which cannot directly reveal the causal relationships between variables. Therefore, when analyzing the predictive effects of various variables, we primarily rely on the support of theoretical assumptions. To more accurately explore the dynamic relationships and causal mechanisms among these variables, future research should consider adopting longitudinal study designs or experimental methods to track the effects of variables over time.

Second, the sample of this study is limited to middle school students, and the geographical scope only covers Kaifeng City, which somewhat restricts the regional representativeness of the sample and the generalizability of the research findings. To obtain more comprehensive and widespread research results, future studies should include samples from students of different age groups and regional backgrounds to enhance the external validity of the research. Furthermore, considering that cultural and educational backgrounds in different regions may have varying impacts on teacher support and student participation, comparative studies across regions would also contribute to a deeper understanding of this topic.

Finally, this study primarily focuses on the impact of teacher competence support on the learning environment, without fully exploring the effects of other environmental factors (such as peer support, family environment, and school culture) on students’ participation in physical activities, perceived control, and ultimate outcomes. To gain a deeper understanding of the complex relationship between the learning environment and students’ participation in physical activities, future research should broaden its scope and consider the influence of additional relevant factors. This approach will not only help elucidate the mechanisms of teacher support but also provide a more comprehensive perspective for improving students’ experiences in physical activity participation.

Supporting information

S1 File

(SAV)

pone.0314338.s001.sav^{(110.3KB, sav)}

Acknowledgments

We would like to thank the respondents who took part in our survey.

Data Availability

All Data files are available from the DRYAD database (DOI:https://doi.org/10.5061/dryad.brv15dvkd)and uploaded as a Supporting information file.

Funding Statement

The author(s) received no specific funding for this work.

References

1.World Health Organization. Global status report on physical activity 2022: country profiles: World Health Organization; 2022. [Google Scholar]
2.Frederick C, Morrison C, Manning T. Motivation to Participate, Exercise Affect, and Outcome Behaviors toward Physical Activity. Perceptual and motor skills. 1996;82:691–701. doi: 10.2466/pms.1996.82.2.691 [DOI] [PubMed] [Google Scholar]
3.Eberline A, Judge L, Walsh A, Hensley L. Relationship of Enjoyment, Perceived Competence, and Cardiorespiratory Fitness to Physical Activity Levels of Elementary School Children. The Physical Educator. 2018;75:394–413. doi: 10.18666/TPE-2018-V75-I3-8161 [DOI] [Google Scholar]
4.Ghorbani S, Noohpisheh S, Shakki M. Gender Differences in the Relationship between Perceived Competence and Physical Activity in Middle School Students: Mediating Role of Enjoyment. International Journal of School Health. 2020:14–20. doi: 10.30476/intjsh.2020.85668.1056 [DOI] [Google Scholar]
5.Khan A, Ahmed K, Hidajat T, Edwards E. Examining the Association between Sports Participation and Mental Health of Adolescents. International Journal of Environmental Research and Public Health. 2022;19:17078. doi: 10.3390/ijerph192417078 [DOI] [PMC free article] [PubMed] [Google Scholar]
6.Marcinkowski T, Reid A. Reviews of research on the attitude–behavior relationship and their implications for future environmental education research. Environmental Education Research. 2019;25:459–471. doi: 10.1080/13504622.2019.1634237 [DOI] [Google Scholar]
7.Behzadnia B, Ryan R. Eudaimonic and Hedonic Orientations in Physical Education and Their Relations with Motivation and Wellness. International journal of sport psychology. 2018;49:363–385. doi: 10.7352/IJSP.2018.49.363 [DOI] [Google Scholar]
8.Jang H, Reeve J, Deci E. Engaging Students in Learning Activities: It Is Not Autonomy Support or Structure but Autonomy Support and Structure. Journal of Educational Psychology. 2010;102:588–600. doi: 10.1037/a0019682 [DOI] [Google Scholar]
9.Reeve J, Jang H. What Teachers Say and Do to Support Students’ Autonomy During a Learning Activity. Journal of Educational Psychology. 2006;98:209–218. doi: 10.1037/0022-0663.98.1.209 [DOI] [Google Scholar]
10.Ryan R, Deci E. Self-Determination Theory and the Facilitation of Intrinsic Motivation, Social Development, and Well-Being. The American psychologist. 2000;55:68–78. doi: 10.1037//0003-066x.55.1.68 [DOI] [PubMed] [Google Scholar]
11.Deci E, Ryan R. The "What" and "Why" of Goal Pursuits: Human Needs and the Self-Determination of Behavior. Psychological Inquiry. 2000;11:227–268. doi: 10.1207/S15327965PLI1104_01 [DOI] [Google Scholar]
12.Skinner E, Belmont M. Motivation in the Classroom: Reciprocal Effects of Teacher Behavior and Student Engagement Across the School Year. Journal of Educational Psychology. 1993;85:571–581. doi: 10.1037/0022-0663.85.4.571 [DOI] [Google Scholar]
13.Vansteenkiste M, Ryan R. On Psychological Growth and Vulnerability: Basic Psychological Need Satisfaction and Need Frustration as a Unifying Principle. Journal of Psychotherapy Integration. 2013;23:263–280. doi: 10.1037/a0032359 [DOI] [Google Scholar]
14.Haerens L, Aelterman N, Vansteenkiste M, Soenens B, Van Petegem S. Do perceived autonomy-supportive and controlling teaching relate to physical education students’ motivational experiences through unique pathways? Distinguishing between the bright and dark side of motivation. Psychology of Sport and Exercise. 2014;16:26–36. doi: 10.1016/j.psychsport.2014.08.013 [DOI] [Google Scholar]
15.De Meyer J, Soenens B, Vansteenkiste M, Aelterman N, Van Petegem S, Haerens L. Do Students with Different Motives for Physical Education Respond Differently to Autonomy-Supportive and Controlling Teaching? Psychology of Sport and Exercise. 2015;22:72–82. doi: 10.1016/j.psychsport.2015.06.001 [DOI] [Google Scholar]
16.Filak V, Sheldon K. Teacher support, student motivation, student need satisfaction, and college teacher course evaluations: Testing a sequential path model. Educational Psychology. 2008;28:711–724. doi: 10.1080/01443410802337794 [DOI] [Google Scholar]
17.Jang H, Kim EJ, Reeve J. Longitudinal Test of Self-Determination Theory’s Motivation Mediation Model in a Naturally Occurring Classroom Context. Journal of Educational Psychology. 2012;104:1175–1188. doi: 10.1037/a0028089 [DOI] [Google Scholar]
18.Mageau G, Vallerand R. The coach–athlete relationship: A motivational model. Journal of sports sciences. 2003;21:883–904. doi: 10.1080/0264041031000140374 [DOI] [PubMed] [Google Scholar]
19.Brewster A, Bowen G. Teacher Support and the School Engagement of Latino Middle and High School Students at Risk of School Failure. Child and Adolescent Social Work Journal. 2004;21:47–67. doi: 10.1023/B:CASW.0000012348.83939.6b [DOI] [Google Scholar]
20.Reeve J. Why Teachers Adopt a Controlling Motivating Style Toward Students and How They Can Become More Autonomy Supportive. Educational Psychologist. 2009;44:159–175. doi: 10.1080/00461520903028990 [DOI] [Google Scholar]
21.Chatzisarantis N, Hagger M. Effects of an intervention based on self-determination theory on self-reported leisure-time physical activity participation. Psychology & health. 2009;24:29–48. doi: 10.1080/08870440701809533 [DOI] [PubMed] [Google Scholar]
22.Guan J, Xiang P, Land W, Hamilton X. The Roles of Perceived Physical Education Competence, Enjoyment, and Persistence on Middle School Students’ Physical Activity Engagement. Perceptual and Motor Skills. 2023;130:1781–1796. doi: 10.1177/00315125231178341 [DOI] [PMC free article] [PubMed] [Google Scholar]
23.Gao Z. Perceived Competence and Enjoyment in Predicting Students’ Physical Activity and Cardiorespiratory Fitness. Perceptual and motor skills. 2008;107:365–372. doi: 10.2466/pms.107.2.365-372 [DOI] [PubMed] [Google Scholar]
24.Shen b, Centeio E, Garn A, Martin J, Kulik N, Somers C, et al. Parental social support, perceived competence and enjoyment in school physical activity. Journal of Sport and Health Science. 2016;7:346–352. doi: 10.1016/j.jshs.2016.01.003 [DOI] [PMC free article] [PubMed] [Google Scholar]
25.Halvari H, Ulstad S, Bagøien T, Skjesol K. Autonomy Support and its Links to Physical Activity and Competitive Performance: Mediations Through Motivation, Competence, Action Orientation and Harmonious Passion, and the Moderator Role of Autonomy Support by Perceived Competence. Scandinavian Journal of Educational Research. 2009;53:533–555. doi: 10.1080/00313830903302059 [DOI] [Google Scholar]
26.Ahn I, Chiu M, Patrick H. Connecting Teacher and Student Motivation: Student-Perceived Teacher Need-Supportive Practices and Student Need Satisfaction. Contemporary Educational Psychology. 2021;64:101950. doi: 10.1016/j.cedpsych.2021.101950 [DOI] [Google Scholar]
27.Becker HS. Notes on the concept of commitment. American Journal of Sociology. 1960;66:32–40. doi: 10.1086/222820 [DOI] [Google Scholar]
28.Scanlan T, Russell D, Beals K, Scanlan L. Project on Elite Athlete Commitment (PEAK): II. A Direct Test and Expansion of the Sport Commitment Model with Elite Amateur Sportsmen. Journal of Sport & Exercise Psychology. 2003;25:377–401. doi: 10.1123/jsep.25.3.377 [DOI] [Google Scholar]
29.Guan JM, Xiang P, McBride R, Bruene A. Achievement Goals, Social Goals, and Students’ Reported Persistence and Effort in High School Physical Education. Journal of Teaching in Physical Education. 2006;25:58–74. doi: 10.1123/jtpe.25.1.58 [DOI] [Google Scholar]
30.Ahn J, Jeon H, Kwon S. Associations Between Self-Regulation, Exercise Participation, and Adherence Intention Among Korean University Students. Perceptual and Motor Skills. 2016;123:324–340. doi: 10.1177/0031512516659874 [DOI] [PubMed] [Google Scholar]
31.Viira R, Koka A. Participation in afterschool sport: Relationship to perceived need support, need satisfaction, and motivation in physical education. Kinesiology. 2012;44:199–208. [Google Scholar]
32.Guo Q, Samsudin S, Yang X, Jianxin G, Ramlan MA, Abdullah B, et al. Relationship between Perceived Teacher Support and Student Engagement in Physical Education: A Systematic Review. Sustainability. 2023;15:6039. doi: 10.3390/su15076039 [DOI] [Google Scholar]
33.Batista M, de Freitas M, Romanzini C, Barbosa C, Shigaki G, Fernandes R, et al. Sports participation in childhood and adolescence and physical activity intensity in adulthood. PLOS ONE. 2024;19:e0299604. doi: 10.1371/journal.pone.0299604 [DOI] [PMC free article] [PubMed] [Google Scholar]
34.Reeve J, Cheon SH, Yu T. An autonomy-supportive intervention to develop students’ resilience by boosting agentic engagement. International Journal of Behavioral Development. 2020;44:016502542091110. doi: 10.1177/0165025420911103 [DOI] [Google Scholar]
35.Standage M, Duda J, Ntoumanis N. A test of self-determination theory in school physical education. The British journal of educational psychology. 2005;75:411–433. doi: 10.1348/000709904X22359 [DOI] [PubMed] [Google Scholar]
36.Yin L. Adolescent physical activity behavior prediction and intervention study-a trans-contextual perspective based on self-determination theory and theory of planned behavior. Shanghai Sports University, Shanghai, China. 2018. [Google Scholar]
37.Liang D. Stress level of college students and its relationship with physical exercise. Chin Ment Health J. 1994;8(2):5–6. [Google Scholar]
38.Hayes AF. PROCESS: A versatile computational tool for observed variable mediation, moderation, and conditional process modeling. University of Kansas, KS; 2012. [Google Scholar]
39.Doré I, Sabiston C, Sylvestre M-P, Brunet J, O’Loughlin J, Abi Nader P, et al. Years Participating in Sports During Childhood Predicts Mental Health in Adolescence: A 5-Year Longitudinal Study. Journal of Adolescent Health. 2018;64:790–796. doi: 10.1016/j.jadohealth.2018.11.024 [DOI] [PubMed] [Google Scholar]
40.Koka A, Tilga H, Hein V, Kalajas-Tilga H, Raudsepp L. A Multidimensional Approach to Perceived Teachers’ Autonomy Support and its Relationship with Intrinsic Motivation of Students in Physical Education. International Journal of Sport Psychology. 2021;52:266–286. doi: 10.7352/IJSP.2021.52.266 [DOI] [Google Scholar]
41.Vasconcellos D, Parker P, Hilland T, Cinelli R, Owen K, Kapsal N, et al. Self-Determination Theory Applied to Physical Education: A Systematic Review and Meta-Analysis. Journal of Educational Psychology. 2019;112:1444–1469. doi: 10.1037/edu0000420 [DOI] [Google Scholar]
42.Simonton K, Solmon M, Garn A. Exploring perceived autonomy support and emotions in university tennis courses. International Journal of Sport and Exercise Psychology. 2019;19:134–148. doi: 10.1080/1612197X.2019.1623285 [DOI] [Google Scholar]
43.Bandura A. Self-Efficacy: Toward a Unifying Theory of Behavioral Change. Psychological Review. 1977;84:191–215. doi: 10.1037//0033-295x.84.2.191 [DOI] [PubMed] [Google Scholar]
44.Miller R, Greene B, Montalvo G, Ravindran B, Nichols J. Engagement in Academic Work: The Role of Learning Goals, Future Consequences, Pleasing Others, and Perceived Ability. Contemporary educational psychology. 1996;21:388–422. doi: 10.1006/ceps.1996.0028 [DOI] [PubMed] [Google Scholar]
45.Lubans D, Morgan P, McCormack A. Adolescents and school sport: The relationship between beliefs, social support and physical self-perception. Physical Education and Sport Pedagogy. 2011;16:237–250. doi: 10.1080/17408989.2010.532784 [DOI] [Google Scholar]
46.Ley C. Participation Motives of Sport and Exercise Maintainers: Influences of Age and Gender. International Journal of Environmental Research and Public Health. 2020;17:7830. doi: 10.3390/ijerph17217830 [DOI] [PMC free article] [PubMed] [Google Scholar]
47.Kulakow S. Academic self-concept and achievement motivation among adolescent students in different learning environments: Does competence-support matter? Learning and Motivation.2020;70:101632. doi: 10.1016/j.lmot.2020.101632 [DOI] [Google Scholar]
48.McDavid L, McDonough M, Blankenship B, LeBreton J. A Test of Basic Psychological Needs Theory in a Physical Activity–Based Program for Underserved Youth. Journal of Sport and Exercise Psychology. 2016;39:1–35. doi: 10.1123/jsep.2016-0038 [DOI] [PubMed] [Google Scholar]

PLoS One. doi: 10.1371/journal.pone.0314338.r001

Decision Letter 0

Henri Tilga

26 Nov 2024

PONE-D-24-49663The Relationship Between Physical Education Teachers' Capability Support and Middle School Students' Participation in Sports: A Chain Mediation Model of Perceived Capability and Exercise PersistencePLOS ONE

Dear Dr. Yan,

Thank you for submitting your manuscript to PLOS ONE. After careful consideration, we feel that it has merit but does not fully meet PLOS ONE’s publication criteria as it currently stands. Therefore, we invite you to submit a revised version of the manuscript that addresses the points raised during the review process.

Please submit your revised manuscript by Jan 10 2025 11:59PM. If you will need more time than this to complete your revisions, please reply to this message or contact the journal office at plosone@plos.org. When you're ready to submit your revision, log on to https://www.editorialmanager.com/pone/ and select the 'Submissions Needing Revision' folder to locate your manuscript file.

Please include the following items when submitting your revised manuscript:

A rebuttal letter that responds to each point raised by the academic editor and reviewer(s). You should upload this letter as a separate file labeled 'Response to Reviewers'.
A marked-up copy of your manuscript that highlights changes made to the original version. You should upload this as a separate file labeled 'Revised Manuscript with Track Changes'.
An unmarked version of your revised paper without tracked changes. You should upload this as a separate file labeled 'Manuscript'.

If you would like to make changes to your financial disclosure, please include your updated statement in your cover letter. Guidelines for resubmitting your figure files are available below the reviewer comments at the end of this letter.

If applicable, we recommend that you deposit your laboratory protocols in protocols.io to enhance the reproducibility of your results. Protocols.io assigns your protocol its own identifier (DOI) so that it can be cited independently in the future. For instructions see: https://journals.plos.org/plosone/s/submission-guidelines#loc-laboratory-protocols. Additionally, PLOS ONE offers an option for publishing peer-reviewed Lab Protocol articles, which describe protocols hosted on protocols.io. Read more information on sharing protocols at https://plos.org/protocols?utm_medium=editorial-email&utm_source=authorletters&utm_campaign=protocols.

We look forward to receiving your revised manuscript.

Kind regards,

Henri Tilga, PhD

Academic Editor

PLOS ONE

Journal Requirements:

When submitting your revision, we need you to address these additional requirements.

1. Please ensure that your manuscript meets PLOS ONE's style requirements, including those for file naming. The PLOS ONE style templates can be found at https://journals.plos.org/plosone/s/file?id=wjVg/PLOSOne_formatting_sample_main_body.pdf and https://journals.plos.org/plosone/s/file?id=ba62/PLOSOne_formatting_sample_title_authors_affiliations.pdf

2. We suggest you thoroughly copyedit your manuscript for language usage, spelling, and grammar. If you do not know anyone who can help you do this, you may wish to consider employing a professional scientific editing service. The American Journal Experts (AJE) (https://www.aje.com/) is one such service that has extensive experience helping authors meet PLOS guidelines and can provide language editing, translation, manuscript formatting, and figure formatting to ensure your manuscript meets our submission guidelines. Please note that having the manuscript copyedited by AJE or any other editing services does not guarantee selection for peer review or acceptance for publication. Upon resubmission, please provide the following: ● The name of the colleague or the details of the professional service that edited your manuscript ● A copy of your manuscript showing your changes by either highlighting them or using track changes (uploaded as a *supporting information* file) ● A clean copy of the edited manuscript (uploaded as the new *manuscript* file)

3. We note that you have indicated that there are restrictions to data sharing for this study. PLOS only allows data to be available upon request if there are legal or ethical restrictions on sharing data publicly. For more information on unacceptable data access restrictions, please see http://journals.plos.org/plosone/s/data-availability#loc-unacceptable-data-access-restrictions. Before we proceed with your manuscript, please address the following prompts: a) If there are ethical or legal restrictions on sharing a de-identified data set, please explain them in detail (e.g., data contain potentially identifying or sensitive patient information, data are owned by a third-party organization, etc.) and who has imposed them (e.g., a Research Ethics Committee or Institutional Review Board, etc.). Please also provide contact information for a data access committee, ethics committee, or other institutional body to which data requests may be sent. b) If there are no restrictions, please upload the minimal anonymized data set necessary to replicate your study findings to a stable, public repository and provide us with the relevant URLs, DOIs, or accession numbers. For a list of recommended repositories, please see https://journals.plos.org/plosone/s/recommended-repositories. You also have the option of uploading the data as Supporting Information files, but we would recommend depositing data directly to a data repository if possible. We will update your Data Availability statement on your behalf to reflect the information you provide.

[Note: HTML markup is below. Please do not edit.]

Reviewers' comments:

Reviewer's Responses to Questions

Comments to the Author

1. Is the manuscript technically sound, and do the data support the conclusions?

The manuscript must describe a technically sound piece of scientific research with data that supports the conclusions. Experiments must have been conducted rigorously, with appropriate controls, replication, and sample sizes. The conclusions must be drawn appropriately based on the data presented.

Reviewer #1: Yes

Reviewer #2: Yes

**********

2. Has the statistical analysis been performed appropriately and rigorously?

Reviewer #1: Yes

Reviewer #2: Yes

**********

3. Have the authors made all data underlying the findings in their manuscript fully available?

The PLOS Data policy requires authors to make all data underlying the findings described in their manuscript fully available without restriction, with rare exception (please refer to the Data Availability Statement in the manuscript PDF file). The data should be provided as part of the manuscript or its supporting information, or deposited to a public repository. For example, in addition to summary statistics, the data points behind means, medians and variance measures should be available. If there are restrictions on publicly sharing data—e.g. participant privacy or use of data from a third party—those must be specified.

Reviewer #1: Yes

Reviewer #2: Yes

**********

4. Is the manuscript presented in an intelligible fashion and written in standard English?

PLOS ONE does not copyedit accepted manuscripts, so the language in submitted articles must be clear, correct, and unambiguous. Any typographical or grammatical errors should be corrected at revision, so please note any specific errors here.

Reviewer #1: No

Reviewer #2: Yes

**********

5. Review Comments to the Author

Please use the space provided to explain your answers to the questions above. You may also include additional comments for the author, including concerns about dual publication, research ethics, or publication ethics. (Please upload your review as an attachment if it exceeds 20,000 characters)

Reviewer #1: The topic of the paper holds a certain degree of significance,and the overall design is relatively sound,employing appropriate research methodologies to address the research questions.The processing of quantitative data complies with relevant standards.However,the paper still presents the following issues:

• Pay attention to the accuracy of citations.

For example, the author said

Teacher support,an important external environmental factor widely advocated in self-determination theory,is generally considered from the perspective of students[6].

Self-determination theory has never emphasized teacher support;it has only highlighted the external environment.Teacher support is a significant part of the external environment.Therefore,when discussing this concept,it should be stated that teacher support,as an integral part of important social support or as a crucial environmental variable,plays a significant role in the development of students'capabilities.The author's current phrasing should be avoided,as there are many similar sentences throughout the text.

• The entire text must be polished,especially in terms of expression,where many parts can lead to ambiguity,as exemplified earlier.Additionally,there are traces of awkward translations from Chinese to English in several places.

• Sentences should generally not be too long.For instance,the first sentence of the abstract spans 4-5 lines,which could be broken down for clarity.

• Please carefully refer to high-level publications,such as quantitative research papers published in this journal,to revise the terminology throughout the paper.For example,the third section should be titled"Methodology,"and research tools should be referred to as"instruments"or"measures."

• Consistency is required when reporting data.For example,the chi-square and degrees of freedom ratio can be reported together,but the author uses separate expressions when reporting the KMO value corresponding to the chi-square degrees of freedom ratio for the teacher support dimension.

• The author should clearly explain the meaning of several core variables in the literature review,such as what constitutes teacher support and student ability.Additionally,"teacher support"should be referred to as"students'perceived teacher support,"as it is measured and perceived from the student's perspective.

• There should be a corresponding theoretical discussion on why the current topic is researched from a particular angle.

• The expression of the research gap is not particularly accurate,and there is a lack of effective discussion on the purpose of the research.

• Interdisciplinary research has certain guiding significance for this study;please refer to the following literature.

Liu, H., Li, X., & Y. Yan (2023) Demystifying the predictive role of students’ perceived foreign language teacher support in foreign language anxiety: the mediating role of L2 grit. Journal of Multilingual and Multicultural Development. https://doi.org/10.1080/01434632.2023.2223171.

Liu, H. & Li, X. (2023). Unravelling students’ perceived EFL teacher support. System. 115, 103048, 1-12. https://doi.org/10.1016/j.system.2023.103048.

Li, X., Duan, S., & Liu, H. (2023). Unveiling the predictive effect of students’ perceived EFL teacher support on academic achievement: The mediating role of academic buoyancy. Sustainability, 15, 10205. 1-12. https://doi.org/10.3390/su151310205

Please Note there is no relationship between my review and your citations of the above references.

Reviewer #2: Thank you to the editor for the opportunity to review this manuscript and to the authors for their diligent work on this important and timely topic. The study addresses an essential area of physical education by exploring how teacher support influences sports participation, mediated through perceived capability and exercise persistence. While the manuscript has notable strengths, I have some important comments that need to be addressed before it can be considered for publication.

INTRODUCTION

The introduction provides a solid rationale for the study by emphasizing the importance of physical education and teacher support in promoting sports participation. However, it could benefit from additional depth in certain areas:

1. The review of prior research is somewhat limited in scope, with insufficient discussion of studies from diverse cultural contexts or recent advances in the field.

2. The conceptual framework is introduced but could be better integrated with the study objectives and hypotheses.

Suggestions:

a. Broaden the literature review to include more diverse studies and recent developments in the role of teacher support in sports participation.

b. Strengthen the link between the conceptual framework and the stated hypotheses to clarify the study's novelty and theoretical contribution.

LITERATURE REVIEW AND HYPOTHESES

The hypotheses are logical and supported by previous research, but the literature review lacks depth in exploring certain mediating mechanisms, particularly the interaction between perceived capability and exercise persistence.

Suggestions:

a. Expand the discussion of the chain mediation effect, providing more theoretical grounding for how perceived capability and exercise persistence jointly influence sports participation.

b. Ensure that all hypotheses are clearly tied to specific gaps in the literature to highlight their significance.

METHODS

The methodology is well-documented, with a clear description of the sampling procedure and the validated instruments used. However:

1. The sample is geographically restricted to one city in China, which limits the generalizability of findings.

2. The use of cross-sectional data limits causal inferences, a limitation that should be acknowledged in more detail.

Suggestions:

a. Acknowledge the geographic and demographic limitations of the sample and their implications for generalizability.

b. Discuss the limitations of cross-sectional design and suggest longitudinal or experimental approaches for future research.

RESULTS

The results are presented systematically, and the statistical analyses are robust. However:

1. The reporting of results could be streamlined to avoid redundancy, particularly in describing mediation effects.

2. The inclusion of visual aids (e.g., diagrams of mediation pathways) could enhance clarity.

Suggestions:

a. Consolidate the presentation of results to eliminate repetitive descriptions.

b. Use visuals to succinctly illustrate key findings, such as the mediation pathways and model fit indices.

DISCUSSION

The discussion effectively interprets the findings but could benefit from more focus and specificity:

1. The implications of the findings for educational practice are briefly mentioned but not fully developed.

2. Some sections reiterate results rather than offering deeper insights into their significance.

Suggestions:

a. Expand on the practical implications of the findings, particularly for teacher training and curriculum design.

b. Focus on critical insights and avoid restating results already presented.

CONCLUSION

The conclusion provides a succinct summary of the findings but could emphasize actionable recommendations more strongly.

Suggestions:

a. Include specific recommendations for physical education practices, such as strategies for enhancing teacher support and fostering student engagement in sports.

b. Highlight potential areas for future research, such as examining other mediators or exploring interventions in different cultural contexts.

LIMITATIONS

The study appropriately acknowledges some limitations but could delve deeper into others:

1. The geographic restriction of the sample and the cross-sectional design are significant constraints that should be discussed more comprehensively.

2. The potential influence of unmeasured variables, such as socioeconomic status or school-level factors, is not addressed.

Suggestions:

a. Expand on the limitations related to the study design and sample characteristics.

b. Suggest directions for future research, such as incorporating longitudinal designs or exploring additional influencing factors.

This manuscript makes a valuable contribution to understanding the role of teacher support in sports participation among middle school students. Addressing the outlined suggestions, such as enriching the literature review, refining the discussion, and emphasizing practical implications, will significantly enhance the clarity, rigor, and impact of the manuscript.

Again, thank you and congratulations!

**********

6. PLOS authors have the option to publish the peer review history of their article (what does this mean?). If published, this will include your full peer review and any attached files.

If you choose “no”, your identity will remain anonymous but your review may still be made public.

Do you want your identity to be public for this peer review? For information about this choice, including consent withdrawal, please see our Privacy Policy.

Reviewer #1: No

Reviewer #2: Yes: Joseph Lobo

**********

[NOTE: If reviewer comments were submitted as an attachment file, they will be attached to this email and accessible via the submission site. Please log into your account, locate the manuscript record, and check for the action link "View Attachments". If this link does not appear, there are no attachment files.]

While revising your submission, please upload your figure files to the Preflight Analysis and Conversion Engine (PACE) digital diagnostic tool, https://pacev2.apexcovantage.com/. PACE helps ensure that figures meet PLOS requirements. To use PACE, you must first register as a user. Registration is free. Then, login and navigate to the UPLOAD tab, where you will find detailed instructions on how to use the tool. If you encounter any issues or have any questions when using PACE, please email PLOS at figures@plos.org. Please note that Supporting Information files do not need this step.

PLoS One. 2025 Jan 7;20(1):e0314338. doi: 10.1371/journal.pone.0314338.r002

Author response to Decision Letter 0

16 Dec 2024

Response to Reviewers

Thank you to the two reviewers for their valuable suggestions on improving the manuscript. We have responded to journal requirements and each comment and made all of the suggested changes. The paper was also proofread to avoid grammatical errors.

Journal Requirements:

1.Please ensure that your manuscript meets PLOS ONE's style requirements, including those for file naming.

Response 1: We revised the formatting requirements and file naming requirements of the manuscript to comply with the journal's requirements.

2. We suggest you thoroughly copyedit your manuscript for language usage, spelling, and grammar.

Response 2: We re-edited the manuscript for language use, spelling, and grammar to meet the journal's requirements.

3. Data Availability

Response 3: We uploaded the data to the journal's designated database, DRYAD, DOI: https://doi.org/10.5061/dryad.brv15dvkd. and uploaded the data as a support information file.

Reciew#1

Comment 1. Pay attention to the accuracy of citations.

For example, the author said Teacher support, an important external environmental factor widely advocated in self-determination theory, is generally considered from the perspective of students [6].

Self-determination theory has never emphasized teacher support; it has only highlighted the external environment. Teacher support is a significant part of the external environment. Therefore, when discussing this concept, it should be stated that teacher support, as an integral part of important social support or as a crucial environmental variable, plays a significant role in the development of students' capabilities. The author's current phrasing should be avoided, as there are many similar sentences throughout the text.

Response 1: We really appreciate your comments on this matter. We reorganized the relationship between teacher support and self-determination theory and revised this section in the text. Please see L102-L107.

Comment 2. The entire text must be polished, especially in terms of expression, where many parts can lead to ambiguity, as exemplified earlier. Additionally, there are traces of awkward translations from Chinese to English in several places.

Response 2: We have revised the article to address some of the problems that existed in terms of expression, as well as traces of insufficient fluency in Chinese and English translations, and we have embellished the entire article.

Comment 3. Sentences should generally not be too long. For instance, the first sentence of the abstract spans 4-5 lines, which could be broken down for clarity.

Response 3: We broke up sentences that were too long in the article to improve overall clarity. Please see L13-L19.

Comment 4. Please carefully refer to high-level publications, such as quantitative research papers published in this journal, to revise the terminology throughout the paper. For example, the third section should be titled "Methodology," and research tools should be referred to as "instruments" or "measures."

Response 4: We referenced high-level publications and revised the terminology in the article. Please see L225 and L242.

Comment 5. Consistency is required when reporting data. For example, the chi-square and degrees of freedom ratio can be reported together, but the author uses separate expressions when reporting the KMO value corresponding to the chi-square degrees of freedom ratio for the teacher support dimension.

Response 5: We modified the reporting of chi-square values and degrees of freedom ratios to ensure consistent data reporting. Please see L261-L265, L270-L274, L283-L287.

Comment 6. The author should clearly explain the meaning of several core variables in the literature review, such as what constitutes teacher support and student ability. Additionally, "teacher support" should be referred to as" students' perceived teacher support," as it is measured and perceived from the student's perspective.

Response 6: We added explanations of several core variables to the literature review and revised the section where “teacher support” should be called “students' perceived teacher support.” Please see L49, L310, L312, L314, L315, L334, L349, L357.

Comment 7. There should be a corresponding theoretical discussion on why the current topic is researched from a particular angle.

Response 7: We added a theoretical foundations section as a way to ensure a specific perspective on the research topic. Please see L77-L98.

Comment 8. The expression of the research gap is not particularly accurate, and there is a lack of effective discussion on the purpose of the research.

Response 8: We added a current research gap section to ensure effective discussion of the research hypothesis and research objectives. Please see L127-L134, L160-L167, L193-L197, L202-L211.

Comment 9. Interdisciplinary research has certain guiding significance for this study; please refer to the following literature.

Response 9: We have carefully referenced several of the papers you submitted and similar interdisciplinary research has been very enlightening for this study. We have added a number of interdisciplinary themes to our study and have made modifications to our research. For example:

[1] Reeve, J., & Jang, H. (2006). What teachers say and do to support students' autonomy during a learning activity. Journal of educational psychology, 98(1), 209.

[2] Ryan, R. M., & Deci, E. L. (2000). Self-determination theory and the facilitation of intrinsic motivation, social development, and well-being. American psychologist, 55(1), 68.

[3] Skinner, E. A., & Belmont, M. J. (1993). Motivation in the classroom: Reciprocal effects of teacher behavior and student engagement across the school year. Journal of educational psychology, 85(4), 571.

Review#2

INTRODUCTION

Comment a. Broaden the literature review to include more diverse studies and recent developments in the role of teacher support in sports participation.

Response a: We have added recent advances and diverse research on teacher support in sport participation. Please see L47-L53.For example:

[1]Ghorbani S, Nouhpisheh S, Shakki M. Gender differences in the relationship between perceived competence and physical activity in middle school students: Mediating role of enjoyment. International journal of school health. 2020;7(2):14-20.

[2] Eberline A, Judge LW, Walsh A, Hensley LD. Relationship of enjoyment, perceived competence, and cardiorespiratory fitness to physical activity levels of elementary school children. Physical Educator. 2018;75(3):394-413.

Comment b. Strengthen the link between the conceptual framework and the stated hypotheses to clarify the study's novelty and theoretical contribution.

Response b: We strengthened the link between the conceptual framework and the research hypothesis. Please see L63-L65.

LITERATURE REVIEW AND HYPOTHESES

Comment a. Expand the discussion of the chain mediation effect, providing more theoretical grounding for how perceived capability and exercise persistence jointly influence sports participation.

Response a: We extend the discussion of chain mediation effects and add a Theoretical Foundation section. Please see L77-L98,L202-L211.

Comment b. Ensure that all hypotheses are clearly tied to specific gaps in the literature to highlight their significance

Response b: We have added a description of the research gaps in the literature review section, highlighting the links between the research hypotheses and specific research gaps. Please see L127-L134, L160-L167, L182-L185,L193-L197.

METHODS

Comment a. Acknowledge the geographic and demographic limitations of the sample and their implications for generalizability.

Response a. We added geographic and demographic limitations to the sample and placed this section in the Research Limitations section. Please see L686-L713.

Comment b. Discuss the limitations of cross-sectional design and suggest longitudinal or experimental approaches for future research.

Response b: Similarly, we add a discussion of the limitations of the article's cross-sectional design and suggest a longitudinal or experimental approach for future studies. Please see L686-L713.

RESULTS

Comment a. Consolidate the presentation of results to eliminate repetitive descriptions.

Response a: We simplified the reporting of descriptive findings. Please see L358-L362, L364-L368.

Comment b. Use visuals to succinctly illustrate key findings, such as the mediation pathways and model fit indices.

Response b: We added visual tools for mediating paths and model fit indices. Please see L380.

DISCUSSION

Comment a. Expand on the practical implications of the findings, particularly for teacher training and curriculum design.

Response a: We increased the practical implications of the findings in order to facilitate an increase in the impact of this study on physical education teaching and learning. Please see L448-L475, L515-L537, 570-L584.

Comment b. Focus on critical insights and avoid restating results already presented.

Response b: We have removed some duplicate results and added unique concerns. Please see L448-L475, L515-L537, 570-L584.

CONCLUSION

Comment a. Include specific recommendations for physical education practices, such as strategies for enhancing teacher support and fostering student engagement in sports.

Response a: We have added a number of descriptions of the findings to extend the practical recommendations of this study for teaching and learning in physical education. Please see L645-L659.

Comment b. Highlight potential areas for future research, such as examining other mediators or exploring interventions in different cultural contexts.

Response b: We add descriptions of potential areas similar to this study. Please see L645-L659.

LIMITATIONS

Comment a. Expand on the limitations related to the study design and sample characteristics.

Response a: We extend the description of limitations related to study design and sample characteristics. Please see L686-L713.

Comment b. Suggest directions for future research, such as incorporating longitudinal designs or exploring additional influencing factors.

Response b: We have added a description of future research directions. Please see L786-L713.

Attachment

Submitted filename: Response to Reviewers.docx

pone.0314338.s002.docx^{(21.9KB, docx)}

PLoS One. doi: 10.1371/journal.pone.0314338.r003

Decision Letter 1

Henri Tilga

20 Dec 2024

The Relationship Between Physical Education Teachers' Competence Support and Middle School Students' Participation in Sports: A Chain Mediation Model of Perceived Competence and Exercise Persistence

PONE-D-24-49663R1

Dear Dr. Yan,

We’re pleased to inform you that your manuscript has been judged scientifically suitable for publication and will be formally accepted for publication once it meets all outstanding technical requirements.

Within one week, you’ll receive an e-mail detailing the required amendments. When these have been addressed, you’ll receive a formal acceptance letter and your manuscript will be scheduled for publication.

An invoice will be generated when your article is formally accepted. Please note, if your institution has a publishing partnership with PLOS and your article meets the relevant criteria, all or part of your publication costs will be covered. Please make sure your user information is up-to-date by logging into Editorial Manager at Editorial Manager® and clicking the ‘Update My Information' link at the top of the page. If you have any questions relating to publication charges, please contact our Author Billing department directly at authorbilling@plos.org.

If your institution or institutions have a press office, please notify them about your upcoming paper to help maximize its impact. If they’ll be preparing press materials, please inform our press team as soon as possible -- no later than 48 hours after receiving the formal acceptance. Your manuscript will remain under strict press embargo until 2 pm Eastern Time on the date of publication. For more information, please contact onepress@plos.org.

Kind regards,

Henri Tilga, PhD

Academic Editor

PLOS ONE

Additional Editor Comments (optional):

Reviewers' comments:

Reviewer's Responses to Questions

Comments to the Author

1. If the authors have adequately addressed your comments raised in a previous round of review and you feel that this manuscript is now acceptable for publication, you may indicate that here to bypass the “Comments to the Author” section, enter your conflict of interest statement in the “Confidential to Editor” section, and submit your "Accept" recommendation.

Reviewer #1: (No Response)

**********

2. Is the manuscript technically sound, and do the data support the conclusions?

Reviewer #1: (No Response)

**********

3. Has the statistical analysis been performed appropriately and rigorously?

Reviewer #1: (No Response)

**********

4. Have the authors made all data underlying the findings in their manuscript fully available?

Reviewer #1: (No Response)

**********

5. Is the manuscript presented in an intelligible fashion and written in standard English?

Reviewer #1: (No Response)

**********

6. Review Comments to the Author

Reviewer #1: (No Response)

**********

7. PLOS authors have the option to publish the peer review history of their article (what does this mean?). If published, this will include your full peer review and any attached files.

If you choose “no”, your identity will remain anonymous but your review may still be made public.

Do you want your identity to be public for this peer review? For information about this choice, including consent withdrawal, please see our Privacy Policy.

Reviewer #1: No

**********

PLoS One. doi: 10.1371/journal.pone.0314338.r004

Acceptance letter

Henri Tilga

27 Dec 2024

PONE-D-24-49663R1

PLOS ONE

Dear Dr. Yan,

I'm pleased to inform you that your manuscript has been deemed suitable for publication in PLOS ONE. Congratulations! Your manuscript is now being handed over to our production team.

At this stage, our production department will prepare your paper for publication. This includes ensuring the following:

* All references, tables, and figures are properly cited

* All relevant supporting information is included in the manuscript submission,

* There are no issues that prevent the paper from being properly typeset

If revisions are needed, the production department will contact you directly to resolve them. If no revisions are needed, you will receive an email when the publication date has been set. At this time, we do not offer pre-publication proofs to authors during production of the accepted work. Please keep in mind that we are working through a large volume of accepted articles, so please give us a few weeks to review your paper and let you know the next and final steps.

Lastly, if your institution or institutions have a press office, please let them know about your upcoming paper now to help maximize its impact. If they'll be preparing press materials, please inform our press team within the next 48 hours. Your manuscript will remain under strict press embargo until 2 pm Eastern Time on the date of publication. For more information, please contact onepress@plos.org.

If we can help with anything else, please email us at customercare@plos.org.

Thank you for submitting your work to PLOS ONE and supporting open access.

Kind regards,

PLOS ONE Editorial Office Staff

on behalf of

Dr. Henri Tilga

Academic Editor

PLOS ONE

Associated Data

This section collects any data citations, data availability statements, or supplementary materials included in this article.

Supplementary Materials

S1 File

(SAV)

pone.0314338.s001.sav^{(110.3KB, sav)}

Attachment

Submitted filename: Response to Reviewers.docx

pone.0314338.s002.docx^{(21.9KB, docx)}

Data Availability Statement

All Data files are available from the DRYAD database (DOI:https://doi.org/10.5061/dryad.brv15dvkd)and uploaded as a Supporting information file.

[pone.0314338.ref001] 1.World Health Organization. Global status report on physical activity 2022: country profiles: World Health Organization; 2022. [Google Scholar]

[pone.0314338.ref002] 2.Frederick C, Morrison C, Manning T. Motivation to Participate, Exercise Affect, and Outcome Behaviors toward Physical Activity. Perceptual and motor skills. 1996;82:691–701. doi: 10.2466/pms.1996.82.2.691 [DOI] [PubMed] [Google Scholar]

[pone.0314338.ref003] 3.Eberline A, Judge L, Walsh A, Hensley L. Relationship of Enjoyment, Perceived Competence, and Cardiorespiratory Fitness to Physical Activity Levels of Elementary School Children. The Physical Educator. 2018;75:394–413. doi: 10.18666/TPE-2018-V75-I3-8161 [DOI] [Google Scholar]

[pone.0314338.ref004] 4.Ghorbani S, Noohpisheh S, Shakki M. Gender Differences in the Relationship between Perceived Competence and Physical Activity in Middle School Students: Mediating Role of Enjoyment. International Journal of School Health. 2020:14–20. doi: 10.30476/intjsh.2020.85668.1056 [DOI] [Google Scholar]

[pone.0314338.ref005] 5.Khan A, Ahmed K, Hidajat T, Edwards E. Examining the Association between Sports Participation and Mental Health of Adolescents. International Journal of Environmental Research and Public Health. 2022;19:17078. doi: 10.3390/ijerph192417078 [DOI] [PMC free article] [PubMed] [Google Scholar]

[pone.0314338.ref006] 6.Marcinkowski T, Reid A. Reviews of research on the attitude–behavior relationship and their implications for future environmental education research. Environmental Education Research. 2019;25:459–471. doi: 10.1080/13504622.2019.1634237 [DOI] [Google Scholar]

[pone.0314338.ref007] 7.Behzadnia B, Ryan R. Eudaimonic and Hedonic Orientations in Physical Education and Their Relations with Motivation and Wellness. International journal of sport psychology. 2018;49:363–385. doi: 10.7352/IJSP.2018.49.363 [DOI] [Google Scholar]

[pone.0314338.ref008] 8.Jang H, Reeve J, Deci E. Engaging Students in Learning Activities: It Is Not Autonomy Support or Structure but Autonomy Support and Structure. Journal of Educational Psychology. 2010;102:588–600. doi: 10.1037/a0019682 [DOI] [Google Scholar]

[pone.0314338.ref009] 9.Reeve J, Jang H. What Teachers Say and Do to Support Students’ Autonomy During a Learning Activity. Journal of Educational Psychology. 2006;98:209–218. doi: 10.1037/0022-0663.98.1.209 [DOI] [Google Scholar]

[pone.0314338.ref010] 10.Ryan R, Deci E. Self-Determination Theory and the Facilitation of Intrinsic Motivation, Social Development, and Well-Being. The American psychologist. 2000;55:68–78. doi: 10.1037//0003-066x.55.1.68 [DOI] [PubMed] [Google Scholar]

[pone.0314338.ref011] 11.Deci E, Ryan R. The "What" and "Why" of Goal Pursuits: Human Needs and the Self-Determination of Behavior. Psychological Inquiry. 2000;11:227–268. doi: 10.1207/S15327965PLI1104_01 [DOI] [Google Scholar]

[pone.0314338.ref012] 12.Skinner E, Belmont M. Motivation in the Classroom: Reciprocal Effects of Teacher Behavior and Student Engagement Across the School Year. Journal of Educational Psychology. 1993;85:571–581. doi: 10.1037/0022-0663.85.4.571 [DOI] [Google Scholar]

[pone.0314338.ref013] 13.Vansteenkiste M, Ryan R. On Psychological Growth and Vulnerability: Basic Psychological Need Satisfaction and Need Frustration as a Unifying Principle. Journal of Psychotherapy Integration. 2013;23:263–280. doi: 10.1037/a0032359 [DOI] [Google Scholar]

[pone.0314338.ref014] 14.Haerens L, Aelterman N, Vansteenkiste M, Soenens B, Van Petegem S. Do perceived autonomy-supportive and controlling teaching relate to physical education students’ motivational experiences through unique pathways? Distinguishing between the bright and dark side of motivation. Psychology of Sport and Exercise. 2014;16:26–36. doi: 10.1016/j.psychsport.2014.08.013 [DOI] [Google Scholar]

[pone.0314338.ref015] 15.De Meyer J, Soenens B, Vansteenkiste M, Aelterman N, Van Petegem S, Haerens L. Do Students with Different Motives for Physical Education Respond Differently to Autonomy-Supportive and Controlling Teaching? Psychology of Sport and Exercise. 2015;22:72–82. doi: 10.1016/j.psychsport.2015.06.001 [DOI] [Google Scholar]

[pone.0314338.ref016] 16.Filak V, Sheldon K. Teacher support, student motivation, student need satisfaction, and college teacher course evaluations: Testing a sequential path model. Educational Psychology. 2008;28:711–724. doi: 10.1080/01443410802337794 [DOI] [Google Scholar]

[pone.0314338.ref017] 17.Jang H, Kim EJ, Reeve J. Longitudinal Test of Self-Determination Theory’s Motivation Mediation Model in a Naturally Occurring Classroom Context. Journal of Educational Psychology. 2012;104:1175–1188. doi: 10.1037/a0028089 [DOI] [Google Scholar]

[pone.0314338.ref018] 18.Mageau G, Vallerand R. The coach–athlete relationship: A motivational model. Journal of sports sciences. 2003;21:883–904. doi: 10.1080/0264041031000140374 [DOI] [PubMed] [Google Scholar]

[pone.0314338.ref019] 19.Brewster A, Bowen G. Teacher Support and the School Engagement of Latino Middle and High School Students at Risk of School Failure. Child and Adolescent Social Work Journal. 2004;21:47–67. doi: 10.1023/B:CASW.0000012348.83939.6b [DOI] [Google Scholar]

[pone.0314338.ref020] 20.Reeve J. Why Teachers Adopt a Controlling Motivating Style Toward Students and How They Can Become More Autonomy Supportive. Educational Psychologist. 2009;44:159–175. doi: 10.1080/00461520903028990 [DOI] [Google Scholar]

[pone.0314338.ref021] 21.Chatzisarantis N, Hagger M. Effects of an intervention based on self-determination theory on self-reported leisure-time physical activity participation. Psychology & health. 2009;24:29–48. doi: 10.1080/08870440701809533 [DOI] [PubMed] [Google Scholar]

[pone.0314338.ref022] 22.Guan J, Xiang P, Land W, Hamilton X. The Roles of Perceived Physical Education Competence, Enjoyment, and Persistence on Middle School Students’ Physical Activity Engagement. Perceptual and Motor Skills. 2023;130:1781–1796. doi: 10.1177/00315125231178341 [DOI] [PMC free article] [PubMed] [Google Scholar]

[pone.0314338.ref023] 23.Gao Z. Perceived Competence and Enjoyment in Predicting Students’ Physical Activity and Cardiorespiratory Fitness. Perceptual and motor skills. 2008;107:365–372. doi: 10.2466/pms.107.2.365-372 [DOI] [PubMed] [Google Scholar]

[pone.0314338.ref024] 24.Shen b, Centeio E, Garn A, Martin J, Kulik N, Somers C, et al. Parental social support, perceived competence and enjoyment in school physical activity. Journal of Sport and Health Science. 2016;7:346–352. doi: 10.1016/j.jshs.2016.01.003 [DOI] [PMC free article] [PubMed] [Google Scholar]

[pone.0314338.ref025] 25.Halvari H, Ulstad S, Bagøien T, Skjesol K. Autonomy Support and its Links to Physical Activity and Competitive Performance: Mediations Through Motivation, Competence, Action Orientation and Harmonious Passion, and the Moderator Role of Autonomy Support by Perceived Competence. Scandinavian Journal of Educational Research. 2009;53:533–555. doi: 10.1080/00313830903302059 [DOI] [Google Scholar]

[pone.0314338.ref026] 26.Ahn I, Chiu M, Patrick H. Connecting Teacher and Student Motivation: Student-Perceived Teacher Need-Supportive Practices and Student Need Satisfaction. Contemporary Educational Psychology. 2021;64:101950. doi: 10.1016/j.cedpsych.2021.101950 [DOI] [Google Scholar]

[pone.0314338.ref027] 27.Becker HS. Notes on the concept of commitment. American Journal of Sociology. 1960;66:32–40. doi: 10.1086/222820 [DOI] [Google Scholar]

[pone.0314338.ref028] 28.Scanlan T, Russell D, Beals K, Scanlan L. Project on Elite Athlete Commitment (PEAK): II. A Direct Test and Expansion of the Sport Commitment Model with Elite Amateur Sportsmen. Journal of Sport & Exercise Psychology. 2003;25:377–401. doi: 10.1123/jsep.25.3.377 [DOI] [Google Scholar]

[pone.0314338.ref029] 29.Guan JM, Xiang P, McBride R, Bruene A. Achievement Goals, Social Goals, and Students’ Reported Persistence and Effort in High School Physical Education. Journal of Teaching in Physical Education. 2006;25:58–74. doi: 10.1123/jtpe.25.1.58 [DOI] [Google Scholar]

[pone.0314338.ref030] 30.Ahn J, Jeon H, Kwon S. Associations Between Self-Regulation, Exercise Participation, and Adherence Intention Among Korean University Students. Perceptual and Motor Skills. 2016;123:324–340. doi: 10.1177/0031512516659874 [DOI] [PubMed] [Google Scholar]

[pone.0314338.ref031] 31.Viira R, Koka A. Participation in afterschool sport: Relationship to perceived need support, need satisfaction, and motivation in physical education. Kinesiology. 2012;44:199–208. [Google Scholar]

[pone.0314338.ref032] 32.Guo Q, Samsudin S, Yang X, Jianxin G, Ramlan MA, Abdullah B, et al. Relationship between Perceived Teacher Support and Student Engagement in Physical Education: A Systematic Review. Sustainability. 2023;15:6039. doi: 10.3390/su15076039 [DOI] [Google Scholar]

[pone.0314338.ref033] 33.Batista M, de Freitas M, Romanzini C, Barbosa C, Shigaki G, Fernandes R, et al. Sports participation in childhood and adolescence and physical activity intensity in adulthood. PLOS ONE. 2024;19:e0299604. doi: 10.1371/journal.pone.0299604 [DOI] [PMC free article] [PubMed] [Google Scholar]

[pone.0314338.ref034] 34.Reeve J, Cheon SH, Yu T. An autonomy-supportive intervention to develop students’ resilience by boosting agentic engagement. International Journal of Behavioral Development. 2020;44:016502542091110. doi: 10.1177/0165025420911103 [DOI] [Google Scholar]

[pone.0314338.ref035] 35.Standage M, Duda J, Ntoumanis N. A test of self-determination theory in school physical education. The British journal of educational psychology. 2005;75:411–433. doi: 10.1348/000709904X22359 [DOI] [PubMed] [Google Scholar]

[pone.0314338.ref036] 36.Yin L. Adolescent physical activity behavior prediction and intervention study-a trans-contextual perspective based on self-determination theory and theory of planned behavior. Shanghai Sports University, Shanghai, China. 2018. [Google Scholar]

[pone.0314338.ref037] 37.Liang D. Stress level of college students and its relationship with physical exercise. Chin Ment Health J. 1994;8(2):5–6. [Google Scholar]

[pone.0314338.ref038] 38.Hayes AF. PROCESS: A versatile computational tool for observed variable mediation, moderation, and conditional process modeling. University of Kansas, KS; 2012. [Google Scholar]

[pone.0314338.ref039] 39.Doré I, Sabiston C, Sylvestre M-P, Brunet J, O’Loughlin J, Abi Nader P, et al. Years Participating in Sports During Childhood Predicts Mental Health in Adolescence: A 5-Year Longitudinal Study. Journal of Adolescent Health. 2018;64:790–796. doi: 10.1016/j.jadohealth.2018.11.024 [DOI] [PubMed] [Google Scholar]

[pone.0314338.ref040] 40.Koka A, Tilga H, Hein V, Kalajas-Tilga H, Raudsepp L. A Multidimensional Approach to Perceived Teachers’ Autonomy Support and its Relationship with Intrinsic Motivation of Students in Physical Education. International Journal of Sport Psychology. 2021;52:266–286. doi: 10.7352/IJSP.2021.52.266 [DOI] [Google Scholar]

[pone.0314338.ref041] 41.Vasconcellos D, Parker P, Hilland T, Cinelli R, Owen K, Kapsal N, et al. Self-Determination Theory Applied to Physical Education: A Systematic Review and Meta-Analysis. Journal of Educational Psychology. 2019;112:1444–1469. doi: 10.1037/edu0000420 [DOI] [Google Scholar]

[pone.0314338.ref042] 42.Simonton K, Solmon M, Garn A. Exploring perceived autonomy support and emotions in university tennis courses. International Journal of Sport and Exercise Psychology. 2019;19:134–148. doi: 10.1080/1612197X.2019.1623285 [DOI] [Google Scholar]

[pone.0314338.ref043] 43.Bandura A. Self-Efficacy: Toward a Unifying Theory of Behavioral Change. Psychological Review. 1977;84:191–215. doi: 10.1037//0033-295x.84.2.191 [DOI] [PubMed] [Google Scholar]

[pone.0314338.ref044] 44.Miller R, Greene B, Montalvo G, Ravindran B, Nichols J. Engagement in Academic Work: The Role of Learning Goals, Future Consequences, Pleasing Others, and Perceived Ability. Contemporary educational psychology. 1996;21:388–422. doi: 10.1006/ceps.1996.0028 [DOI] [PubMed] [Google Scholar]

[pone.0314338.ref045] 45.Lubans D, Morgan P, McCormack A. Adolescents and school sport: The relationship between beliefs, social support and physical self-perception. Physical Education and Sport Pedagogy. 2011;16:237–250. doi: 10.1080/17408989.2010.532784 [DOI] [Google Scholar]

[pone.0314338.ref046] 46.Ley C. Participation Motives of Sport and Exercise Maintainers: Influences of Age and Gender. International Journal of Environmental Research and Public Health. 2020;17:7830. doi: 10.3390/ijerph17217830 [DOI] [PMC free article] [PubMed] [Google Scholar]

[pone.0314338.ref047] 47.Kulakow S. Academic self-concept and achievement motivation among adolescent students in different learning environments: Does competence-support matter? Learning and Motivation.2020;70:101632. doi: 10.1016/j.lmot.2020.101632 [DOI] [Google Scholar]

[pone.0314338.ref048] 48.McDavid L, McDonough M, Blankenship B, LeBreton J. A Test of Basic Psychological Needs Theory in a Physical Activity–Based Program for Underserved Youth. Journal of Sport and Exercise Psychology. 2016;39:1–35. doi: 10.1123/jsep.2016-0038 [DOI] [PubMed] [Google Scholar]

PERMALINK

The relationship between physical education teachers’ competence support and middle school students’ participation in sports: A chain mediation model of perceived competence and exercise persistence

Yubo Liu

Jianhua Yan

Jing Li

Roles

Abstract

Introduction

Theoretical foundation

Literature review and research hypotheses

The role of physical education teacher competence support in student sports participation

The role of student perceived competence in teacher competence support and sports participation

The role of exercise persistence in the relationship between physical education teacher competence support and sports participation

Overall hypothetical model

Fig 1. Chain mediating model of teacher competence support and student exercise participation.

Methodology

Participants

Instruments

(1) Students’ perceived physical education teacher competence support scale

(2) Perceived competence scale

(3) Exercise persistence scale

(4) Physical activity rating scale-3, PARS-3

Statistical methods

Results

Common method bias test

Descriptive statistics and correlation analysis

Table 1. Variable description and correlation analysis results.

The mediating role of perceived competence and exercise persistence between teacher competence support and exercise participation

Table 2. Structural equation model fit indices.

Table 3. Regression analysis of teacher competence support, perceived competence, exercise persistence, and exercise participation.

Analysis of the chain mediation effect of perceived competence and exercise persistence between teacher competence support and exercise participation

Table 4. Bootstrap test of mediation effect.

Fig 2. Path analysis of SEM.

Discussion

Direct effect of physical education teacher competence support

Mediating effect of student perceived competence

Mediating effect of exercise persistence

Chain mediating effect of student perceived competence and exercise persistence

Research conclusions, implications, and limitations

Research conclusion

Research implications

Research limitations

Supporting information

Acknowledgments

Data Availability

Funding Statement

References

Decision Letter 0

Henri Tilga

Roles

Author response to Decision Letter 0

Decision Letter 1

Henri Tilga

Roles

Acceptance letter

Henri Tilga

Roles

Associated Data

Supplementary Materials

Data Availability Statement

ACTIONS

PERMALINK

RESOURCES

Similar articles

Cited by other articles

Links to NCBI Databases