Table 3.

Characteristics of study design and sampling.

Author (Year) [Reference]	Objective	Participants	Variables	Intervention Time	Data Sources	Results	Conclusions
Abós et al. (2016) [41]	To evaluate the effectiveness of applications of strategies based on TARGET, and the predisposition towards PA	35 students 15–17 yearsold	Climate scale of perceived motivation. Questionnaire to assess the BPN support Predisposition towards PA	The intervention was based on 12 acrosport lessons through the support of BPN. A first measure was taken at the beginning of the unit and two weeks after the end of the lessons. 2 teachers were instructed throughout 60h so that the intervention program was correctly fulfilled	Quasi-experimental design with non-equivalent groups.	Tests of normality, descriptive analysis and MANOVA were carried out	The importance in the learning of the task orientation in the motivation The importance of support for BPN can increase the predisposition towards PA
Amado et al. (2014) [21]	Verify the effect produced on the motivation of PE students of a multi-dimensional programme in dance teaching sessions	47 students from 14 to 16 years old	Self determination level BPN	12 teachin session, with two weekly of 50 min session throught week	Quasi-experimental design with non-equivalent groups	Descriptive analysis ANOVA and MANOVA were carried out	The programme’s usefulness in increasing the students’ motivation towards this content, which is so complicated for teachers of this area to develop
Amado et al. (2017) [42]	Find out gender differences in motivational processes, affective consequences, and behavior after a dance education program	12 teachers 921 students from 11 to 17 years old	Perception of support from the BPN. Perception of satisfaction of the BPN. Levels of motivation Utility. Enjoyment and effort Positive behavior	Intervention program covered a total of 35H, 12 sessions of a didactic unit	Experimental design CG and EG, in moments of pretest, posttest,	Descriptive, MANOVA, and Analysis of the variance of three factors, with two intersubject factors (sig differences in gender)	A creative methodology in the development of content increases motivation
Babic et al. (2016) [43]	Evaluate the impact of the “Switch-off 4 Healthy Minds” (S4HM) intervention onrecreational screen-time in adolescents.	322 adolescents from 12 to 14 years old	Sedentary activity PA Motivation to limit screen time BMI Psichological well-being Distress Physical self-concept	Interventionprogramover 6 month	Cluster randomized control trial with CG and EG	Descriptivesanálisis Mediationanalysis	The present trial was ineffective in its primary aim of reducing recreational screen-time. Significant intervention effects were observed for participants” autonomous motivation to limit screen-time, which mediated changes in screen-time
Bechter et al. (2019) [44]	Implement a teacher training program—based on well-established pedagogical strategies to improve key student outcomes (e.g., PE motivation, self-efficacy)	554 hightschools students from 12 to 16 years old, and 19 PE teachers	Teachers learning strategies Motivation BPN satisfaction Effort PE learning efficacy	Intervention program was based on two time of measures (i.e., initial measure and follow up) and the intervention was developed in five week with teacher learning strategies	Experimental design CG and EG, in moments of base line and follow up	Descriptive statistics MANOVA, Linear mixed models	Findings demonstrate that teacher training programs targeting the use of student-centered teaching strategies may be beneficial for promoting desirable motivational outcomes, and provide insight into the mechanisms responsible for these positive in-class effects
Bortolí et al. (2015) [45]	Examine the effect of motivational climate manipulation on students’ perception of climate, taking into account the effect of individual goal orientation.	108 female students from 14 to 15 years old	Perceived motivational climate Goal orientations Psychobiosocial state	We conducted three 2-h seminars with teachers before the data collection and intervention, as well as three meetings during the treatment that lasted approximately 40 min each. Each teacher was responsible for a “group involved in the task” and a “group committed to the ego”	The design was 2 × 2 2 groups during two times and the intervention was for 6 weeks, twice a week	Analysis of descriptive statistics, and ANCOVA of repeated measures	Findings highlight the link between several aspects of the multidimensional experience related to emotion in PE, in which the emotional and motivational contents are consistent with the content of performance
Bronikowski et al. (2016) [46]	To assess the effectiveness of two different goal orientations for the increase and maintenance of PA in adolescents	65 adolescentsof 17 yearsold	PA Support for teachers and classmate Self-efficacy	An intervention was developed in 2 different intervention groups, each with different strategies. 8 weeksduration	An experimental design was used, Pre-test start and posttest at the end	Descriptive statistics and wilcoxon test and Mann Whitney U were used, ANOVA and Post hoc test were used	The teacher’s support is more effective, than the objectives and strategies for the achievement of improving the MVPA
Cheon et al. (2016) [22]	Test an intervention by the teacher through a more autonomous teaching style in detraction from a more controlling style that promotes BPN	1017 students 19 teachers	Support for teacher autonomy Support for the teacher’s style of control BPN satisfaction and frustration Commitment in the class and amotivation	19 teachers, an instruction of 2 h and 30 to introduce the teaching of autonomy support. After 2 h focused on the development of specific skills in autonomous learning, part 3 of the instruction was through 2 h of discussion, they shared their experiences in the development of autonomy, the intervention was 8 months	CG (10) and EG (9) in 4 different times	Normality tests, descriptive statistics, correlations, T test, analysis of repeated measures	The satisfaction of BPN was increased through a teacher-centered intervention
Cheon et al. (2018) [47]	Implement an intervention program based on support for the autonomy of PE teachers to promote prosocial behaviors in students	33 teachers y 1824 students	Scoring ratios of teacher motivation styles Perception of prosocial and antisocial behavior according to the teacher Students’ perception of the teacher’s support for autonomy and style BPN satisfaction of students Prosocial and antisocial behavior of students Perception of deception	3 measures collected in the participating teachers: the first and second 2 weeks before starting the course, and the third during week 6 of the intervention. The intervention of the students took 19 weeks	15 teachers and their students’EG, and 18 teachers and their students CG	Descriptive; T Test; Multilevel analysis of repeated measures and finally calculation of the effect size; Structural equation model	This intervention has benefits for students with commitment, learning, motivation and psychosocial behaviors
Cuevas et al. (2016) [48]	Find out the impact of a sports education program on PE students regarding the levels of motivation	86 participants from 15 to 17 yearsold	Regulation of motivation. BPN thwarting Enjoy and boredom Intention to be physically active	19 lessons of a volleyball didactic unit (2× week)	Experimental Design CG and EG. CG traditional class and EG sports education program	Descriptive and ANOVA	No significant changes were found, although the changes in intrinsic motivation based on sports motivation should be highlighted
Fernández-Rio et al. (2016) [49]	Assess the impact of a cooperative learning program on student motivation	249 students, and 4 teachers in 4 different schools from 12 to 16 years old	Motivation Cooperation Perception of the students (open-ended question)	16-week intervention program (2 h per week) based on instruction to teachers through seminars	A design based on pretest-posttest, quasi-experimental, based on comparisons	Descriptive analyzes, Wilcoxon test, and T tests	The study showed that an intervention based on cooperative learning can increase the most self-determined types of motivation
Franco et al. (2017) [50]	Evaluate the effects of an intervention based on the support of BPN and the satisfaction of these needs	53 stundets from 12 to 15 yearsold	BPN Intrinsic motivation Intention to be physically active Enjoyment	A pre-post quasi-experimental design with two groups through 24 sessions (3 months), 10 h in strategies (experimental teacher training) was used	Intervention of 3 months, 2 measures (pre-post) 2 groups (CG and EG)	Kolmogorov test to assess the normality of the data. And the Mann Whitney U to evaluate differences	The usefulness of an intervention that incorporates strategies aimed at supporting BPN in satisfaction with autonomy and competence, and intrinsic motivation
Fu et al. (2016) [51]	To assess the effect of the SPARK program on levels of PA, cardiorespiratory endurance and motivation. In addition, evaluate the differences with respect to gender	175 students from 6th and 7th grade (82 boys, 92 girls)	PA in the classes Cardiorespiratory resistance Perceived competence Enjoyment	9-week program; 2 measurements 1 pretest and one posttest. The pedometers were used at the beginning (1st week) and also during the last week	CG and EG experimental design, in pretest and posttest moments	Descriptive statistics. T Tests and Analysis of covariance (ANCOVA)	The program demonstrated the effects on PA and motivation
García-Calvo et al. (2015) [23]	Measure the effects of a multidisciplinary intervention with teachers in the development of positive behaviors in PE classes	20 teachers and 777 students between 12 and 16 years	Positive behavior Positive behavior support	The entire study was developed from September 2011 to April 2012, but the intervention period was carried out from January to March	A quasi-experimental design with a CG and three groups (training program group, didactic unit group integral training group)	Descriptive statistics of each variable, pretest-poles, and the performance of a MANOVA and ANCOVA	The effectiveness of the intervention was demonstrated through the promotion of positive behaviors during PE classes
Girelli et al. (2016) [52]	Test the effectiveness of an intervention based on the Self-Determination Theory developed in Italy to promote healthy lifestyles in terms of PA and eating habits	866 participants, from 6 to 11 years old, 23 classes and 10 schools	Attitude toward PA Motivation towards PA Moderate daily exercise Daily sedentary activities Attitude towards the intake of healthy food. Motivation towards PA, daily consumption of healthy food. Daily snack consumption with high calories	9-month intervention with a minimum of 2 h per week, the CG only received one food seminar. Teachers and instructors were previously trained	Quasi-experimental design, with 2 Pre and Post measurements in a CG and a EG	Descriptive and exploratory statistics, ANOVA, correlation and intervention analysis were performed	The effects of the intervention program were demonstrated on a temporary basis, improving lifestyle and PA through healthy eating
González-Cutre et al. (2014) [53]	Analyse the effects of a school-based intervention to promote PA, utilising the postulates of the trans-contextual model of motivation	47 elementary schools students from 11 to 12 years old	Autonomy support Motivation in PE Motivation to leasure time Theory of planned behavior PA	Five week intervention. The intervention programme was conducted through videos with two session of 50 min per week	Quasi-experimental design, with 2 Pre and Post measurements in a CG and a EG	Non-parametric test for independent samples (Mann–WhitneyU) Differences with non-parametric test for related samples (Wilcoxon)	The study shows that this type of intervention couldallow the students to identify the benefits of PA and to integrate it intotheirlifestyle, thus increasing PA during their leisure time
González-Cutre et al. (2016) [54]	Assess the effect of a multidimensional intervention program to promote PA based on the Self-Determination Theory	88 students between 14 and 17 years old	Autonomy support BPN Types of motivation Physical self-concept Levels of PA	6-month intervention, data collection in 4 moments, before, after the first didactic unit, end of program (6 months) and follow-up (12), the questionnaires were filled in two different sessions	CG and EG × 4 different times	Normality tests, descriptive statistics, Man Withney U Multiple comparisons with the Wilcoxon test Size effect with Cliff delta	The effectiveness of a multidimensional intervention for the promotion of PA at school was demonstrated, however 6 months after the intervention the effects were lost
Grasten et al. (2015) [55]	To evaluate the effectiveness of an initiation program in the school of PA during a year	847 students from 12 to 14 years old	Motivational climate Goal orientations Auto report of moderate vigorous PA	Teachers were prepared through 4 workshops. To then intervene on the students. Theinterventionprocesswasduringoneyear in total.	Experimental design CG and EG, in pretest and posttest moments	Descriptive statistics. T-Tests and Analysis of covariance (ANCOVA), structural equation modeling	The findings of this study suggest that exposing students to additional PA throughout the school days and providing access to equipment and facilities during recess and breaks may be the most tangible way to increase their PA
Grasten et al. (2019) [56]	To examine the effectiveness of a programm focused on increasing mvpa and PE enjoyment	661 students from 11 to 13 years old and 46 teachers	Motivational climate MVPA (Prochaska) PE enjoyment	Teachers were prepared through 4 workshops. Interventions were made academic breaks giving greater autonomy with respect to facilities and materials	Longitudinal study (two years) with CG and EG in three measures	Descrptive statistics. Correlations, T-Test and path model	the MVPA did not increase and the enjoyment remained over time
Hajar et al. (2019) [57]	measure the efects of brain breaks on motives of participation in PA among primary school children	335 students from 10 to 11 years old	Demographic information enjoyment, mastery, competition ego, appearance, afiliation, physical condition, and psychological condition (PALMS-Y)	brain breaks activities, five minutes, five times per week, spread out for a period offourmonths	Cuasi-Experimental disign CG and EG, in pretest and posttest moments	Descrptivestatistics.Mixed factorial analysis of variance (ANOVA)	Brain breaks is successful in maintaining students’ motives for PA in four of the seven factors (enjoyment, competition, appearance, and psychological condition)
How et al. (2013) [58]	Assess an intervention in Pe through the election and see the effect of this on motivation and PA	257 students (137 intervention and 120 CG)	Motivation towards PE Levels of PA (accelerometers) Learning climate questionnaire	The intervention lasted 15 weeks. One week before the beginning of the study the teachers (4) received 40 min of explanation, all the students were assigned an intervention number. And 2 optionsofchoiceforthestudentswerepresented.	The data presented the following design: CG and EG and two data collection points	Descriptive analyzes, correlations, repeated measures anova, T tests	A system of options in PE classes can encourage support for autonomy and levels of PA in class
Kanlayanee et al. (2017) [59]	Assess the effectiveness of a weight reduction program through an improvement in BMI and autonomous motivation	304 participants	BMI Anthropometric measures Autonomous motivation for the exercise Dietetic self-regulation Autonomous Motivation of PA Autonomous motivation of dietary intakes	24-week intervention program, measures taken at the beginning, week 12 and week 24	Experimental Design: CG and EG	Descriptive, T tests, simple and multiple linear regression	The intervention program did not have a sufficient effect on BMI and autonomous motivation
Kokkonen et al. (2018) [60]	Assess the effect of an intervention based on creative PE	382 students from 9 to 11 years old	Motivational climate in PE Motivation towards PA in leisure time PA in general	It was based on two methods of data collection (web, and questionnaire), the methodology was presented in 2 seminars, later some teachers volunteered, CG teachers only focused on the motor goals	A quasi-experimental design with two groups and two data collection points	Normality tests, descriptive statistics, correlations, analysis of covariance, and a structural equation modeling	The intervention had a positive effect on PA in general and suggests that this intervention can increase the motivation of PA in leisure time
Laroche et al. (2019) [61]	Evaluate the direct relations between NPB, Autonomous motivation in a context of fitclub in female population	259 participantsfrom 14–15 yearsold	BPN Autonomous motivation Perceived behavioral control. Subjetive norms Intention PA leisure-time attitude	Two data measurements were collected, the first on the last day of the 8 weeks and the next three weeks after finishing	Longitudinal and quasi-experimental design, 1 EG in two data collection points	Descriptive, Correlations, Pathmodel	It is suggested that PA programs designed for adolescent girls should focus on improving autonomous motivation through opportunities for the development of BPN
Lonsdale et al. (2013) [62]	Promote PA	4 teachers, 16 PE classes, and 288 students	PA Sedentary Support for autonomy Motivation BPN satisfaction	Teachers from different schools were prepared to choose different types of practice during PE classes in one year	3 of the schools were experimental and 1 control; Experimental design with different moments of data collection: at the beginning, at the end and over time	Descriptive statistics, MANOVA and ANCOVA were used. In addition, a mixed analysis model was developed	The promotion of choice in the intervention provided short-term benefits in PA and in the reduction of sedentary behavior
Lonsdale et al. (2017) [63]	Test the effectiveness of an intervention in internet-based learning	1421 students from 14 schools	Demographic and anthropometric information MVPA through accelerometers Motivational mediators Sedentary behavior	The intervention was based on the learning of the teachers of strategies that improve students’motivation with the use of Internet and electronic resources	Three measures, baseline, post intervention, maintenance of the intervention.	Mixed linear models were used	Increase the level of moderate vigorous PA for adolescents
Lubans et al. (2016) [64]	To assess the impact of the ATLAS program on the prevention of obesity in children and adolescents	361 adolescents aged 12–14 years	Adiposity, PA, sedentary behavior, consumption of sweets, fitness, motivation and skill-competence in resistance training	20-week intervention that improved school sports programs, through interactive elements, parents, limiting time on the screen	Experimental design CG and EG, in moments of pretest, posttest, and post intervention measured 18 months later	Descriptive and Mixed Model which evaluated the impact of the group	The intervention was successful in producing positive effects but did not affect its objective of preventing obesity. Similarly, itshowedthegreatpotentialofschoolinterventions
Nicaise et al. (2014) [65]	Evaluate the effect of a PA program in relation to the Muslim religion	46 students aged 11–13 years, 43 of them completed all the measures	PA Enjoyment Motivation	The intervention lasted 8 weeks and one of the measures was at 2 weeks and another at 8 weeks	1 group with pre and post measures	Descriptiveanalysis and MANOVA	This program improved the enjoyment of PA
Palmer et al. (2017) [66]	Examine the effect of a program based on a didactic unit on 5 correlations in PA	300 students of grade 7 (12–13 years old)	PA, motivation towards PA, perceived sports competition, self-efficacy to eliminate barriers, beliefs of sports ability, perceived physical environment	4-week intervention based on a modified mountain bike unit	Intervention of 4 weeks with 3 groups and three measures pre, post, and follow-up	Descriptive analyzes, ANOVA, chi square	The results did not show main effects in the intervention, although they suggested that PE can influence certain correlations and an autonomous motivation for PA
Perlman et al. (2013) [67]	Assess the psychosocial, motivational and affective responses of students in two different learning contexts	41 EG students and 38 CG (9–10 years old)	BPN support Self-determined motivation Affected Enjoyment	Each class participated in a basketball unit during 4 weeks (16 lessons)	All the lessons were recorded on video and analyzed by a systematic observation system designed by Sarrazin et al. (2006) The systematic observation tool codifies the specific interactions between teachers and students in 15 categories	Descriptive statistics Repeated measurement anova	In general, current findings reinforce the relevance of self-determination within PE and the applied benefits associated with teaching PE using a highly autonomous learning context
Piipari et al. (2018) [68]	Evaluate the impact of an autonomous teaching program on students.	408 students, 11–13 years old, 19 PE classes, and 8 teachers	Support for perceived autonomy Support for the motivation perceived in the PE Autonomous motivation perceived in the exercise Intention to be physically active PA	CG and EG with two different treatments. Three phases of data collection Base line; week 4; and one week after the intervention. The teachers were trained (3 h) how to support autonomy. 8 week intervention	Quasi-experimental design with non-equivalent groups and three moments of data collection	Descriptive Correlations Analysis of covariance Structural Equation Modeling	The evidence that has the support for autonomy in motivation in PE is shown
Quaresma et al. (2014) [69]	Assess the effects of social support and regulation of exercise behavior in PA and quality of life	1042 students from 10 to 16 yearsold	PA Quality of life Motivation Parental and peers support.	The intervention program was developed during 24 months, an increase of 90 min per week, the health and weight sessions were carried out, emphasizing the knowledge of PA and feeding. Theinterventionwasmadebytheteachers	A study of two measures with CG and EG	Descriptive analyzes General lineal model and model of multiple mediators	An increase in parent and peer support in motivation through exercise represent mechanisms associated with high levels of PA and quality of life
Riiser et al. (2014) [40]	Evaluate the effectiveness of an internet-based primary care intervention	120 participants 84 CG and 36 EG 13–15 years old	Cardiorespiratory fitness. Quality of life. PA Self-determined motivation Body image Body mass index	12-week intervention with three measures: 1st before the intervention, 2nd immediately after, 3rd measurement 1 year after	Experimental Design: CG and EG	Means, minimums and maximums were used and compared with non-parametric tests, and t test, and the effect was calculated through D Cohen	The effectiveness of an Internet-based intervention for the improvement of respiratory fitness and quality of life is demonstrated
Rhodes et al. (2018) [70]	Compare the effect on an exergame intervention (exergame bike, standard bike) among children on motivational variables	73 insufficiently active children from 10–14 years old	Affective attitude (enjoyment, boredom) Instrumental attitude (utility, beneficial) Motivation towards the exercise Subjective norms, Perceived behavior	13 weeks intervention with thre measures, 1 basseline, 2 (six week), and 3, 13 weeks	Two arm paralel design with EG and CG	Descriptives analyzes, correlation, and path model	Unique exposure research designs do not They accurately reflect the motivations for the long-term exercise game. Also the role of parents can favor an attitude
Robbins et al. (2019) [71]	Assess whether constructs derived from the practice of PA are mediated by SDT and health promotion models for a population of adolescent girls	1519 girls from 12 yearsold	Demographic data (age, etnicithy, race) Perceived benefits scale of the PA Scale of perceived barriers to PA Social support Self-efficacy Enjoy and motivation	17-week intervention with two measure 1st immediately after 17 week, 2nd measurement 9 month after inervention	A study of two measures with CG and EG	Using R statistical software, linear mixed-effects models and path analysis	Enjoyment of PA and social support for PA may be important mediators of MVPA in underserved young adolescent girls
Rokka et al. (2019) [72]	Investigate the effect of a dance aerobic intervention program on intrinsic motivation and perceived motivation climate in schools students	160 healthy students from 12 to 13 years old	Intrinsic motivation Enjoyment Perceived motivational climate	10 week intervention (two sesión per week) with two measuremens (i.e., initial measure and final measure)	A study of two measures with CG and EG	Descriptive analyzes, Correlation, T-Test and ANOVA of repeated measure	The intervention programs involved in dancing are a good way to promote motivation, enjoyment through PE classes
Sánchez-Oliva et al. (2017) [73]	Analyze the effect of the intervention process to evaluate changes in motivational processes	21 teachers and 836 students from 12–16 years old	BPN support Satisfaction of the BPN Motivation Intention to be physically active	Teacher preparation program during 15 h. 3 sessions per week 10 weeks	Experimental design CG and EG, in moments of pretest, posttest, and post-intervention measure	Descriptive, Multilevel model and ANCOVA. Boys reported higher scores. 1st grade students scored significantly higher	Positive effects of an intervention program with teachers on the perceived need for support and autonomous motivation within PE clases
Sebire et al. (2016) [39]	Evaluate the intervention process through a mixed methodology	539 children	Motivation towards PA, BPN satisfaction, perception of support for autonomy, support for self-efficacy based on teaching	Intervention of 20 weeks, during the intervention 4 measures were taken, and another assemement 4 months after the intervention	Experimental Design: CG and EG	Descriptive, evidence Code-based transcription for interviews	The intervention was successful and showed that it can influence the motivation for PA. The study demonstrated the effectiveness of mixed methods to support motivation
Sevil et al. (2015) [74]	Test genders‘ influence on motivational variables and cognitive and affective consequences along different PE didactic units.	66 students from 15 to 17 years old	BPN Self determination motivation. Enjoy and boredom Predisposition toward the content	Intervention of four month, of 60 min with two sesión per week	Quasi-experimental design with non-equivalent groups	Normality analysis Descriptive analysis Manova	It is important that curricular contents are developed taking into account the gender variable. Therefore, it is important to develop the BPNs to generate more fun and willingness to exercise
Sevil et al. (2016) [75]	Evaluate the effectiveness of an intervention program in a series of motivational variables in a body language teaching unit	224 studentsfrom 12–14 yearsold	Motivational climate Satisfaction of the BPN Self-determined motivation Enjoyment/satisfaction and boredom	A program for the 55-h EG teacher was prepared according to the guidelines indicated by Braithwaite et al. 2011. In the second stage, a group of experts prepared the DU February-April, two sessions a week, 50 min per sesión	Quasi-experimental design with non-equivalent groups	Descriptive, Manova, and the effect size with the partial Eta Squared static	The results indicated the importance of creating a task-oriented climate in PE classes that will promote the most positive experiences
Sevil et al. (2018) [76]	Assess the effects of an intervention program in the interpersonal teaching style and a series of motivational variables and consequences present in the “bright side” and the “dark side” of the motivation	103 students	Support for BPN Motivational climate BPN in the field of the PE BPNES satisfaction EFNP thwarting Self-determined motivation Fun/Satisfaction and boredom Predisposition to content Defiantopposition	Intervention of 8 sessions plus 1 additional session of Didactic Unit (athletics). Teacher training of 30 h (2 teachers). 2 pretest and posttestmeasurements	Experimental Design CG and EG.	Descriptive, Manova, and effect size through Partial Eta Squared (η2p)	The intervention program is effective in both genders, promoting even better results in this content in boys
Shannon et al. (2018) [77]	Analyze the effect of a choice program on health through a model of autonomy support, BPN satisfaction, intrinsic motivation with PA and well-being	155 participants	MVPA (accelerometers) Wellness Screen time Support for autonomy NPB satisfaction Motivation (4 scales)	2 groups × 2 measures. The data was collected in week 0 and week 11 The intervention period was 10 weeks during the school period using 2 h and 15 total minutes per week	Experimental design CG and EG, in pretest and posttest moments.	Descriptive statistics were used and two mediating models (1 with PA and another with welfare)	The study showed that this intervention design improves the MVPA and the welfare through the improvement of support in the autonomy
Smith et al. (2016) [78]	Assess the effect of the program on the prevention of obesity	361 adolescents, 12–14 years old from 14 high schools and 2 teachers	Demographic data Screen time Motivation to limit screen time Screen time rules in the family home	School program of 20 weeks (3 s × 20 min of information from researchers to students, 20 × 90 min sessions of PA, 6 × 20 tutorials on eating habits, and news bulletins screen time to parents	Experimental design with different moments of data collection: at the beginning, at 4 months and at 18 months	Multilevelmediationanalysis	Increasing autonomous motivation to limit screen time can be a useful strategy to address this widespread behavior
Stephen Nation Grainger, (2017) [79]	Improve levels of physical exercise, using a PA monitor	10 studentsfrom 14–15 yearsold	Motivation PA through smart watch Qualitative method (interview)	It was based on a 6-week intervention, where the EG received feed-back after the PE class.	A study of two measures with CG and EG	Normality tests, T tests and correlations were used	A feed-back through technology can increase motivation in PE classes
Tilga et al. (2019) [80]	Interventions based on self-determination theory to help teachers support their students’ autonomy	321 students from 10–15 years old, and 28 PE teachers	Multidimensional autonomy-supportive behavior Multidimensional controlling behavior. Perceived need satisfaction and need frustration. Intrinsicmotivation	9 weeks intervention, where the EG has three measure (i.e., baseline, 4 weeks, follow up 9 weeks), and CG two measure (i.e., baseline and follow up)	A study experimental with CG and EG	Descriptive statics, Chi square, T tests, and ANCOVAS	This study provides initial evidence that WB-ASIP might increase the likelihood that teachers change their behavior, which, in turn, may facilitate students’ psychological needs satisfaction and motivation toward PE.

Abbreviations: PA, physical activity; BPN, basic psychological needs; PE, physical education; MVPA, moderate to vigorous physical activity; BMI, body mass index; CG, control group; EG, expiremental group; DU, didactic units; SDT, self-determination theory.