hysical Education (PE) teachers play an essential role in promoting physical activity (PA) with their teaching activity. The purpose of this study was to analyse the influence that perceived autonomy support from PE teachers exercises on regular engagement in PA, both from the students’ and from the teachers’ viewpoint. A total of 831 adolescents took part (M = 14.32; DT = .73; 372 boys and 459 girls) and 18 PE teachers (9 men and 9 women) from the cities of Huesca (Spain) and Tarbes (France). A linear regression analysis in stages was performed, which showed that both greater perceived autonomy support from the PE teachers by the students, and highly autonomous orientation of the PE teachers, positively predict greater engagement in regular PA in adolescents. The development of an autonomy-oriented climate in PE must construct one of the major pillars of the entire education process. That favourable climate must be based on the teaching intervention and discourse of the PE teachers as determining elements of the adolescents’ behaviour, being able to contribute to their development as more active people in their free time
