El objetivo del trabajo fue comprobar el poder de predicción de las diferentes estrategias de feed-back que el docente utilizaba sobre el apoyo a la autonomía percibido en el alumnado de educación física. Para ello, se empleó una muestra de 423 estudiantes de Educación Secundaria Obligatoria a los que se les pasaron las escalas de Apoyo a la Autonomía Percibido en Contextos de Ejercicio y el Cuestionario de las Percepciones del Feed-back del Docente-Revisado. Puesto que la escala de feedback de Koka y Hein (2005) no había sido validada al contexto español, se analizaron sus propiedades psicométricas, mostrando una adecuada validez y fiabilidad, siendo invariante por sexo. Los resultados mostraron que ofrecer al alumnado un feed-back positivo general, del conocimiento del rendimiento y no verbal positivo se relacionaba con la autonomía percibida por el alumnado de educación física. El análisis de regresión confirmó que el feed-back del docente predecía la autonomía percibida en el discente. Se discutieron los resultados en relación al fomento de una mayor autonomía del alumnado en clases de educación física.
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