Modeling Structural Equations of Sports Participation Continuity Based on Satisfaction with Physical Education Class: The Mediating Role of Motor Competence Perception, Self -Determined Motivation, and Enjoyment of Physical Activity

Alizadeh Nasrabade Olya,, Zoleikha; Medadi Nansa, Elaheh; Helaliagdam, Hassan

doi:10.22089/spsyj.2026.17212.2509

Modeling Structural Equations of Sports Participation Continuity Based on Satisfaction with Physical Education Class: The Mediating Role of Motor Competence Perception, Self -Determined Motivation, and Enjoyment of Physical Activity

Articles in Press

Document Type : Original research

Authors

Zoleikha Alizadeh Nasrabade olya,

Elaheh Medadi Nansa

Hassan Helaliagdam

Department of Physical Education, Farhangian University, P.O. Box 889-14665 Tehran, Iran

10.22089/spsyj.2026.17212.2509

Abstract

Purpose: Satisfaction with physical education class has been recognized as one of the determining factors in the formation of sustainable sports behaviors, yet its psychological mechanisms have received less attention. The aim of the present study was to investigate the structural relationships of sports participation continuity based on class satisfaction with the mediating role of self-determined motivation, motor competence, and physical activity enjoyment.

Methods: The present study was a descriptive-correlational study of structural equation modeling type. The sample consisted of 390 high school students in Tehran in 2025, who were selected through convenience sampling. The research instruments included questionnaires on class satisfaction, self-determined motivation, perceived motor competence, physical activity enjoyment, and the sports participation continuity scale. Data analysis was performed using AMOS and SPSS software.

Results: All direct and indirect paths of the model were statistically significant (p < 0.05). Class satisfaction had a direct effect on participation continuity (β = 0.28) and also showed indirect effects through the three mediators of self-determined motivation (β = 0.19), motor competence (β = 0.15), and physical activity enjoyment (β = 0.13). The final model was able to explain 71% of the variance in sports participation continuity, and the fit indices fell within the desirable range.

Conclusion: Satisfaction with physical education class is a fundamental factor in strengthening sustainable sports behavior, operating through three independent psychological pathways. Educational environments that support autonomy, physical competence, and the experience of enjoyment can effectively enhance students' intrinsic motivation and continuity of physical activity.

Keywords

Sports Participation

Physical Education

Motor Competence

Self -Determination Theory

Enjoyment

Subjects