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Physical education teachers can influence students' self-determination through the motivational strategies they use. In this study, the authors examined the relationship between teachers' perceptions of class average self-determination, the teachers' self-determination, and their reported use of 3 motivational strategies: autonomy support, structure, and involvement. They examined the relationship between the 3 motivational strategies, students' perceptions of psychological need satisfaction, and students' self-determination. They also investigated the relationship between teachers' and students' self-determination. Multilevel and standard regression analyses revealed that teachers' perceptions of class average self-determination predicted their reported use of the motivational strategies, and this relationship was mediated by their own self-determination. Student perceptions of the three strategies had a positive effect on their own self-determination, and this relationship was mediated by their reported satisfaction of autonomy and competence. Finally, teachers' self-determination did not predict students' self-determination. The importance of promoting an adaptive motivational climate for both teachers and students is discussed with reference to self-determination theory.
