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This study intends to discuss the effects of university PE teachers’ leadership styles and classroom climate on learning motivation for basketball course. University students in Guangdong Province, as the research objects, are surveyed with PE teacher leadership style scale, learning motivation for physical education scale, and classroom climate in physical education scale. Total 589 valid copies of questionnaire are analyzed with Multiple Stepwise Regression Analysis. The research results show that teacher support, affinity, charismatic leadership, and intellectual stimulation could positively predict intrinsic motivation, teacher support, laissez-faire leadership, and individualized leadership could positively predict identified regulation, charismatic leadership, individualized leadership, and involvement could positively predict introjected regulation, and laissez-faire leadership and passive management by exception could positively predict motivation. Accordingly, PE teachers’ leadership styles of individualized leadership, charismatic leadership, and intellectual stimulation as well as classroom climate of teacher support, affinity, and involvement could positively affect students’ autonomous motivation, while laissez-faire leadership and passive management by exception could positively affect students’ non-autonomous motivation.

Effects of Physical Education teachers’ leadership styles and classroom climate on learning motivation for basketball course