Purpose: To examine the effect of two physical education-based alternated teaching units on students’ environmental knowledge for practicing out-of-school physical activity (PA), perceived autonomy support, self-determined and controlled motivation towards PA, intention to be physically-active, self-reported and objective PA levels, and sedentary behavior. Method: A sample of 179 students (94 females), aged 13-15 years old, were cluster-randomly assigned to the Innovative group (two alternated teaching units for practicing PA, with one lesson inside and one outside the school grounds) or the Traditional group (a teaching unit for
practicing PA, solely inside the school center). Results: The alternated teaching units improved students’ knowledge of their environment for practicing PA, perceived autonomy, autonomous motivation, intention to be physically active, and self-reported PA during the whole week (p < 0.05). Discussion/Conclusion: The innovative program improved students’ knowledge about their environment for practicing PA and self-reported PA, but did not improve objectively-measured PA levels.
