The Influence of Parental and Physical Education Teacher Support on Students' Out-of-School Physical Activity Routines

Abstract

Study purpose. This study aimed to examine the influence of parental support and physical education teacher support on students' physical activity routines outside of school hours.

Materials and methods. A quantitative research design was employed, involving 278 students as the main sample collected through a structured procedure. The research instruments were validated for reliability and validity before the data were analyzed using multiple linear regression.

Results. The results indicated that both parental support and physical education teacher support positively and significantly influenced students' physical activity routines (R² = 0.368, F = 80.07, p < 0.001). Specifically, parental support showed a robust effect (t = 7.825, p < 0.001) by functioning as a facilitator that provided access and domestic environmental support. Similarly, physical education teacher support significantly influenced the routines (t = 4.156, p < 0.001), acting as a catalyst for internalizing students' intrinsic motivation to engage in physical activities independently.

Conclusions. These findings confirmed that the synergy between the family environment and pedagogical instruction at school is a prerequisite for sustaining an active lifestyle. This study recommends an integrated intervention approach involving parents and educators to mitigate sedentary behavior among adolescents.