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The deleterious effects of weight bias in physical activity spaces for children, adolescents, and adults are well documented. Different types of weight bias occur, and they interact at multiple levels within a person’s ecology, from the messaging of often unattainable sociocultural thin/muscular ideals and physical inequities (e.g., equipment not appropriate for body shapes and sizes) to interpersonal and public discriminatory comments. However, the most damaging is the internalization and application of negative weight-bias stereotypes by those with overweight and obesity to themselves. An imperative for social justice is now; there is great need to advocate for, provide support for, and design inclusive physical activity spaces to reduce weight bias so that all individuals feel welcome, accept their bodies, and are empowered to live a healthy, active lifestyle. To make this a reality, an interdisciplinary and preventive approach is needed to understand bias and how to minimize it in our spaces.

The purpose of the current study was to test the validity and reliability of a two-factor model of the Personal and Social Responsibility Questionnaire (PSRQ) and examine the relationships between perceptions of personal and social responsibility and intrinsic motivation in physical education. Participants were 253 middle school students who completed the questionnaires. The results from a confirmatory factor analysis and internal consistency suggest the two-factor PSRQ is valid and reliable for assessing students’ perceptions of personal and social responsibility in physical education. The correlational analysis suggests that participants with higher levels of personal and social responsibility were likely to enjoy physical education more. An important implication for teaching practice is that, to encourage all individuals to be intrinsically motivated to participate in physical education, physical education teachers need to empower students with choices and voices, focus them on effort and self-direction in physical education, and create a respectful and caring learning environment.

Guided by Green-Demers, Leagult, Pelletier, and Pelletier’s (2008) assumption that amotivation (absence of motivation) is a multidimensional construct, we designed this study to investigate the influence of inadequate teacher-to-student social support on amotivation of high-school physical education students. Five hundred and sixty-six ninth graders completed questionnaires assessing psychological constructs and intentions for future physical education participation while physical education teachers rated their students’ in-class effort. Structural equation modeling analysis revealed that perceived teachers’ inadequate supports in autonomy, competence, and relatedness were associated with different subtypes of amotivation. In turn, amotivation impeded in-class effort and intention for future physical education participation. The findings indicate that diminished social support from teachers may act as a significant factor resulting in students’ amotivation. The multidimensional nature of amotivation should be identified and instructionally addressed during teaching and learning.

Amotivation refers to a state in which individuals cannot perceive a relationship between their behavior and that behavior’s subsequent outcome. With the belief that considering amotivation as a multidimensional construct could reflect the complexity of motivational deficits in physical education, we developed this study to validate an amotivation model. In study 1 (N = 156), an exploratory factor analysis provided preliminary support with the model comprising four dimensions: ability beliefs, effort beliefs, values placed on the task, and characteristics of the task. In study 2 (N = 499), the four-dimensional model was further corroborated through a confirmatory factor analysis. Its construct validity and predictive validity were also confirmed. Overall, the findings lend evidence to the conceptual validation of the four-dimensional structure of amotivation. Lack of motivation in physical education may result from different reasons. The multifaceted nature of amotivation in physical education must be considered and instructionally addressed during teaching and learning.