Perceived teachers' behaviours and students' engagement in physical education

The aim was to analyse how students perceived teaching behaviours of their physical education (PE) teachers, and to analyse how this perception might affect their behavioural engagement and agentic engagement in PE. The sample consisted of 236 PE students (110 boys and 126 girls), aged 14-19 years old (M = 15.26; SD = 1.09), who completed a questionnaire. Descriptive analysis revealed high scores for attuning, guiding, and clarifying teaching styles, and for behavioural and agentic engagement. Bivariate correlations revealed a positive association between autonomy supportive and structure supportive styles with behavioural and agentic engagement, showed higher levels of association between autonomy -supportive and agentic engagement. The findings point to the importance of promoting autonomy -supportive contexts in fostering greater engagement among students.