effects of teacher’s teaching style in physical education on moderate-to-vigorous physical activity of high-school students: an accelerometer-based study

Background: doing physical activity (pa) regularly is connected with better physically and psychologically state amongadolescents. the objective of this survey was to enquire the effects of teaching style in physical education (pe) in schools onmotivation and objective pa of adolescent-students.methods: this survey employed a cross-sectionally descriptive-correlational manner and was done in tehran, iran in 2020. 384adolescent boys and girls (mean age of 15.76 years-old) participated in the study. modern accelerometers (actigraph gt3x-bt)were used to objectively assess pa, and conventional questionnaires were used to evaluate other factors (autonomy support, needsfulfillment, and intrinsic motivation). we used the pearson correlation test and structural equation modeling to evaluate the data.results: boys (39.68 minutes per day) had significantly higher amount of moderate-to-vigorous physical activity (mvpa) thangirls (31.73 minutes per day). autonomy support was significantly correlated with needs satisfaction (r=0.483, p<0.001) andmotivation (r=0.583, p<0.001). motivation was also significantly associated with pa. moreover, autonomy support significantlyinfluenced needs satisfaction (t=6.394) and intrinsic motivation (t=5.749) in pe class and subsequently the intrinsic motivationcreated in pe was significantly conveyed to the intrinsic motivation to pa in leisure time (t=5.209). finally, intrinsic motivationin leisure-time has significantly influenced mvpa (t=9.587).conclusions: these findings demonstrate importance of teaching style in physical education class to motivate students forengaging in physical activity in leisure time. these outcomes are very crucial for physical educators.