Physical Education teachers can influence students’ self-determination through the
motivational strategies they use. This study examined the relationship between teachers’
perceptions of class average self-determination, the teachers’ self-determination, and their
reported use of three motivational strategies: Autonomy support, structure, and
involvement. Furthermore, the relationship between the three motivational strategies,
students’ perceptions of psychological need satisfaction and students' self-determination
was examined. Also, the relationship between teachers’ and students’ self-determination
was investigated. Multilevel and standard regression analyses revealed that teachers’
perceptions of class average self-determination predicted their reported use of the
motivational strategies, and this relationship was mediated by their own selfdetermination.
Also, student perceptions of the three strategies impacted positively upon
their own self-determination, and this relationship was mediated by their reported
satisfaction of autonomy and competence. Finally, teachers’ self-determination did not
predict students’ self-determination. The importance of promoting an adaptive
motivational context for both teachers and students is discussed with reference to selfdetermination
theory
