Transformational Teaching and Adolescent Self‐Determined Motivation, Self‐Efficacy, and Intentions to Engage in Leisure Time Physical Activity: A Randomised Controlled Pilot Trial

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Abstract
Based on transformational leadership theory, we generate and test a teacher development intervention designed to modify physical education teachers' transformational teaching behaviors, and their adolescent students' self‐determined motivation, self‐efficacy, and intentions to be physically active. Using a randomised control group design (11 teachers, 286 students in the experimental group; 16 teachers, 395 students in the control group), the intervention involved a 1‐day experiential workshop with a booster session 2 months later, and with post‐test measurements at 2‐ and 4‐months post‐workshop. After controlling for baseline measures, adolescents in the intervention condition rated their teachers as displaying significantly higher levels of transformational teaching, and reported significantly higher levels of self‐determined motivation, self‐efficacy, and intentions to be physically active than those in the control group at the first post‐test. Significant between‐group differences in students' reports of transformational teaching and their own self‐determined motivation remained at the second post‐test measurement.

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