The influence of perceived need support in physical education on adolescents' extracurricular physical activity: a cross- contextual perspective based on self-determination theory and prospect theory

Objective

In research on adolescent physical activity, understanding how positive psychological experiences in physical education classes can be transformed into sustained participation in extracurricular physical activity has become a critical issue for bridging classroom instruction and out-of-class physical activity. Drawing on self-determination theory, the trans-contextual model, and prospect theory, the present study examines the mechanisms through which adolescents' perceived need support in physical education classes influences their sustained participation in extracurricular physical activity.