Expanding the Reach of Perceived Constraints Support: The Mediating Role of Efficacy Beliefs in the Process of Shaping Physical Activity Intention

Abstract

Purpose : The study, grounded in the constraints-led approach, and social cognitive theory, explored the relationship between students’ perceived constraints support in physical education and their physical activity (PA) intention. The mediating role of tripartite efficacy beliefs (self-efficacy, other-efficacy, and relation-inferred self-efficacy) was examined. Method : Participants were 467 middle and high school students ( M age  = 14.51, SD  = 1.53) who completed surveys at two time points. Data were analyzed using structural equation modeling to test the hypothesized relationships. Results : Perceived constraints support positively predicted PA intention both directly and indirectly via the three efficacy beliefs. Among the mediators, self-efficacy was the strongest predictor of PA intention. Conclusion : Findings suggest that constraints-led approach–based teaching is associated with students’ intentions to engage in PA and that students’ self-efficacy, peer trust, and perceived teacher support are important factors in this relationship. This study extends the constraints-led approach framework beyond motor skills to psychosocial outcomes, linking teaching practice to PA intention through efficacy beliefs.