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The purpose of this study was to examine the effects of teaching behavior on students’ motivation for gymnastics in physical education classes at junior high school based on self-determination theory (SDT). The subjects were 28 junior high school students. Unit of 10 lessons of apparatus gymnastics was conducted by graduate student as a teacher, and during the unit, the teacher gave student need supportive behaviors as much as possible. The student’s motivational variables included psychological needs satisfaction and motivation in physical education were measured before and after the unit. The main results were as follows: (a) Teacher’s need supportive behaviors were promoted the needs satisfaction for relatedness to the teacher and competence. (b) The results of multiple regression analysis indicated that need satisfaction for relatedness to the teacher and competence were associated with students’ intrinsic motivation. Practical implication of teachers’ needsupportive teaching in enhancing students’ motivation for physical education learning were discussed. ス ポ ー ツ 教 育 学 研 究  2018. Vol.37, No.2, pp. 61-74

Effects of Teaching Behavior on Junior High School Students’ Motivation for Gymnasticsin Physical Education Classes