Abstract 1 This study examined the effect of different types of perceived teacher feedback on students’2 intrinsic motivation in physical education in line with self-determination theory. The 3 participants were 638 students aged 14-18 years. The Perceptions of Teacher’s Feedback 4 scale was modified and validated in this study to measure perceived verbal and nonverbal 5 teacher feedback. The modified version of SMS was used to measure the three types of 6 intrinsic motivation. Data were analyzed using confirmatory factor analysis and structural 7 equation modeling. Results indicated that after perceived teacher feedback about knowledge 8 of performance, perceived positive general feedback was the strongest predictor of students’9 intrinsic motivation in physical education. Nonverbal types of perceived teacher feedback did 10 not contribute to motivational differences. 11