An Intervention to Support Collegiate Student-Athletes in the Transition to Meaningful Lifetime Physical Activity

2020 ◽  
Vol 4 (1) ◽  
pp. 75-83
Author(s):  
Melinda B. Smith ◽  
Diane L. Gill ◽  
Erin J. Reifsteck
Keyword(s):  
Physical Activity ◽  
Student Athletes ◽  
Self Determination Theory ◽  
Psychological Needs ◽  
Basic Psychological Needs ◽  
Division Iii ◽  
Physically Active ◽  
Psychological Wellness ◽  
Barriers And Opportunities

Former student-athletes (SAs) experience unique barriers to maintaining their physical activity, such as loss of team support, less motivation without specific goals, and identity-related changes. Informed by a self-determination theory framework, the authors developed a 6-week Pilates-based intervention to support the physical and psychological wellness of SAs by fostering self-determined motivation and basic psychological needs satisfaction as they make the transition to physically active alumni. In this case study, the authors outline the development and implementation of the program with final-year SAs (N = 12) at a Division III institution. Feasibility was demonstrated through high adherence and positive participant feedback suggesting they valued their experiences in the program and felt more confident in pursuing new forms of physical activity beyond college sports. To extend this type of programming at other institutions, the authors recommend that sport psychology professionals consider unique institutional barriers and opportunities for supporting SAs in their transition to meaningful lifetime activity.

A Self-Determined Exploration of Adolescents’ and Parents’ Experiences Derived From a Multidimensional School-Based Physical Activity Intervention

2020 ◽  
pp. 1-10
Author(s):  
Roberto Ferriz ◽  
Alejandro Jiménez-Loaisa ◽  
David González-Cutre ◽  
María Romero-Elías ◽  
Vicente J. Beltrán-Carrillo
Keyword(s):  
Physical Activity ◽  
Physical Activity Intervention ◽  
Leisure Time Physical Activity ◽  
Self Determination Theory ◽  
Psychological Needs ◽  
Basic Psychological Needs ◽  
Self Determination ◽  
Motivational Strategies ◽  
School Based ◽  
Parents Experiences

Purpose: Adolescents’ and parents’ experiences within a multidimensional school-based physical activity intervention grounded on self-determination theory were explored. Method: Qualitative data from 29 adolescents (aged 15–17 years) and three parents on behalf of the total students’ families were collected via participant observation (research diary), semistructured interviews, and focus groups. Results: Adolescents perceived that the application of motivational strategies, based on self-determination theory, satisfied their basic psychological needs for autonomy, competence and relatedness, favored self-determined motivation, and gave rise to adaptive consequences (improved physical activity knowledge, creation of affective bonds, and increased leisure-time physical activity). These results were supported by the information reported by the students’ parents. Discussion/Conclusions: The findings support the implementation of self-determination theory-based multidimensional interventions to promote adolescents’ physical activity participation. This study also presents several motivational strategies which could be useful for the design and implementation of future school-based physical activity interventions.

scholarly journals Motivational Variables to Predict Autotelic Experience and Enjoyment of Students. Analysis in Function of Environment and Sports Practice

2020 ◽  
Vol 12 (6) ◽  
pp. 2352 ◽  
Author(s):  
Marta Leyton-Román ◽  
Marta Guíu-Carrera ◽  
Asier Coto-Cañamero ◽  
Ruth Jiménez-Castuera
Keyword(s):  
Physical Activity ◽  
Rural Areas ◽  
Urban Areas ◽  
Geographical Location ◽  
Self Determination Theory ◽  
Psychological Needs ◽  
Basic Psychological Needs ◽  
Self Determination ◽  
Perceived Support ◽  
Perception Of Support

The aim of this study was to find out how self-determined motivation, Basic Psychological Needs (BPN) and the perception of support influence autonomy-predicted autotelic experience and enjoyment, and to analyse the differences depending on the geographical location of the centre and whether they lead to the practice of physical activity, extracurricular or not, of 271 learners in physical education from 10 to 12 years (M = 10.94, SD = 0.73). The theoretical framework used was the Self-Determination Theory. The results showed that more self-determined motivation, the perception of support for autonomy and BPN positively predict both autotelic experience and enjoyment. Moreover, learners from urban areas have higher values in less self-determined forms of motivation and lower levels of perceived support for autonomy and BPN than learners from rural areas. Furthermore, students who carry out extracurricular physical activity had higher values in all variables compared to those who did not. It is essential to promote sport to students with more self-determined forms of motivation through the satisfaction of BPN, especially in students who do not do extracurricular physical activity and students in urban areas.

scholarly journals Exploring Proximal LGBTQ+ Minority Stressors Within Physical Activity Contexts from a Self-determination Theory Perspective

2021 ◽  
Author(s):  
Shannon S C Herrick ◽  
Meredith A Rocchi ◽  
Shane N Sweet ◽  
Lindsay R Duncan
Keyword(s):  
Physical Activity ◽  
Effect Size ◽  
Vigorous Physical Activity ◽  
Autonomous Motivation ◽  
Self Determination Theory ◽  
Psychological Needs ◽  
Need Satisfaction ◽  
Basic Psychological Needs ◽  
Self Determination ◽  
Small Effect Size

Abstract Background LGBTQ+ (lesbian, gay, bisexual, transgender, queer, etc.) individuals experience challenges such as discrimination and marginalization (referred to as minority stressors) that are detrimental to their mental and physical health. Specifically, proximal or internalized LGBTQ+ minority stressors may influence motivation for and willingness to participate in physical activity. Purpose To explore whether proximal LGBTQ+ minority stressors relate to the basic psychological needs—motivation—physical activity pathway, as per self-determination theory. Methods An online cross-sectional survey was completed by 778 self-identified LGBTQ+ adults. Structural equation modelling analyses were used to examine how proximal LGBTQ+ minority stressors relate to the motivational sequence. Results Findings support that proximal LGBTQ+ minority stressors are negatively associated with psychological need satisfaction within physical activity (β = −.36), which in turn is positively associated with autonomous motivation (β = .53) and reported physical activity participation (β = .32). Overall, the final model accounted for 13% of variance in need satisfaction (small effect size), 53% of variance in autonomous motivation (moderate-large effect size), and 10% of variance in moderate-to-vigorous physical activity levels (small effect size). Conclusions Future research focused on increasing LGBTQ+ participation in physical activity should investigate the effects of (a) reducing proximal LGBTQ+ minority stressors and (b) better supporting LGBTQ+ adults’ autonomy, competence, and relatedness within physical activity contexts.

Exercise Perceptions and Motivation of Children and Adolescents

2020 ◽  
Author(s):  
Richard Rosenkranz
Keyword(s):  
Physical Activity ◽  
Children And Adolescents ◽  
Psychological Needs ◽  
Individual Characteristics ◽  
Basic Psychological Needs ◽  
Dual Process ◽  
Physically Active ◽  
Essential Information ◽  
Physical Activity And Exercise ◽  
And Behavior

As technology advances and offers enjoyable sedentary alternatives to sport, active recreation, and transportation, there is a growing need to understand and harness the drivers of physical activity and exercise among children and adolescents. Determining how youth perceive their physical capabilities and their opportunities and what motivates them to be physically active can provide essential information for teachers, coaches, youth leaders, and program planners who are interested in promoting physical activity. Several well-established and also more recently developed behavioral theories offer numerous avenues to gaining a better understanding of the perceptions and motivation of youth with respect to physical activity and exercise behavior, including the social ecological model, social cognitive theory, self-determination theory, habit theory, dual-process theory, and nudge theory, among others. Children and adolescents have individual characteristics that influence their perceptions, motivations, and behavior. They also exist within a multilayered ecological context that helps to shape those perceptions, motivations, and behavior. For youth to be sufficiently physically active and thereby help to reach their full potential, the environment must be conducive to consistent routines of physical activity. Such an environment can be designed to provide easily accessible and enjoyable opportunities for youth to fulfill their basic psychological needs for autonomy, relatedness, and competence to be physically active. There is potential for technology to contribute positively toward the design of conducive environments, and toward fostering motivation and enjoyment of exercise and physical activity among children and adolescents.

Usage and appreciation of a Web-Based Computer-Tailored Diet and Physical Activity Intervention based on the Self-Determination Theory: Evaluation of process and predictors (Preprint)

2020 ◽  
Author(s):  
Juul M.J. Coumans ◽  
Anke Oenema ◽  
Catherine A.W. Bolman ◽  
Lilian Lechner
Keyword(s):  
Physical Activity ◽  
Self Determination Theory ◽  
Psychological Needs ◽  
Basic Psychological Needs ◽  
Self Determination ◽  
Self Report ◽  
Stepwise Logistic Regression ◽  
Web Based ◽  
Motivational Constructs ◽  
Diet And Physical Activity

BACKGROUND eHealth seems to be a promising tool for promoting lifestyle behaviors, such as a healthy diet and physical activity (PA). However, making people use interventions is a crucial and challenging problem in eHealth. More insight into usage patterns and predicting factors is needed to improve future interventions. OBJECTIVE This paper describes the (predictors of) usage and appreciation of a web-based computer-tailored dietary and PA promotion intervention “MyLifestyleCoach” based on Self-Determination theory. Firstly, we depicted the participants’ flow in the intervention, identifying moments when people are likely to discontinue their use. Secondly, it was investigated whether demographic, motivational, and program-related characteristics predict usage of several intervention elements. Thirdly, appreciation scores of the intervention and the characteristics associated with these scores were reported. METHODS Data from online self-report questionnaires and objectively assessed usage data of several intervention parts were analyzed from participants randomized to the intervention condition. Multiple stepwise (logistic) regression analyses were conducted to examine the predictors of the intervention’s usage and evaluation scores. RESULTS Our findings indicate a low full completion rate for the intervention who chose and completed respectively the diet module (49/146, 33.6%), the PA module (2/12, 16.7%) and both modules (58/273, 21.2%). Several points in the intervention were identified where participants were likely to stop using the intervention. Autonomous and intrinsic motivation towards diet was related to the completion of initial sessions of the intervention (i.e., the opening session in which participants could choose which module to follow and the first session of the diet module). In contrast, controlled motivation was linked to the completion of both modules (initial and follow-up sessions). The appreciation scores were somewhat positive. Appreciation was predicted by several motivational constructs (e.g., amotivation), basic psychological needs (e.g., competence), and program-related features (e.g., the number of sessions completed). CONCLUSIONS To conclude, this study adds meaningful information on the use and appreciation of a Web-based computer-tailored dietary and PA intervention “MyLifestyleCoach”. Results indicate that different types of motivation are at play at different moments where people are likely to stop using the intervention. The intervention was appreciated fairly well, and several motivational constructs and fulfillment of the basic psychological needs were associated with appreciation. Practical implications of these findings have been provided. CLINICALTRIAL Netherlands Trial Register NL7333; https://www.trialregister.nl/trial/7333

Empowerment Through Genuine Participation: Giving Voice to the Neglected Majority

2021 ◽  
Vol 6 (2) ◽  
pp. 144-167
Author(s):  
Liberatus J. Rwebugisa ◽  
Janet Usinger
Keyword(s):  
Poverty Reduction ◽  
Case Study Research ◽  
Self Determination Theory ◽  
Psychological Needs ◽  
Basic Psychological Needs ◽  
Theory And Practice ◽  
Self Determination ◽  
Community Partners ◽  
Building Activities

Empowerment is often a goal of community development projects aimed at poverty reduction; yet, ascertaining whether empowerment occurs can be elusive. This case study research examined the empowerment process. Thirty community partners participated in a three-year community-led initiative to improve public education in a rural northwest Tanzanian village. The initiative included capacity-building activities to enhance personal and collective agency. The findings from the analytic framework of self-determination theory indicated that the initiative simultaneously nurtured and satisfied community partners’ innate basic psychological needs of relatedness, competence and autonomy: hence affirmed their feelings of empowerment. Implications for the theory and practice are presented.

scholarly journals Barriers to the Practice of Sport and Physical Activity from the Perspective of Self-Determination Theory

2021 ◽  
Vol 13 (14) ◽  
pp. 7665
Author(s):  
Daniel Gil-Píriz ◽  
Marta Leyton-Román ◽  
Sara Mesquita ◽  
Ruth Jiménez-Castuera
Keyword(s):  
Physical Activity ◽  
Positive Association ◽  
Self Determination Theory ◽  
Psychological Needs ◽  
Basic Psychological Needs ◽  
Self Determination ◽  
Practical Applications ◽  
Psychological Need ◽  
Academic Employment ◽  
Relationship Of

The practice of sport and physical activity can be hampered by the presence of amotivation, the frustration of basic psychological needs, and barriers to carrying out that practice. Based on the principles of self-determination theory (SDT), the objective of this study was to analyze the relationship of these variables and assess differences based on age, sex, residential independence, academic/employment situation, and prior sport and physical activity. The sample comprised 102 individuals, aged between 18 and 25 (M = 21.61; SD = 2.04), who completed the Behavioral Regulation in Exercise Questionnaire, the Frustration of Psychological Needs in Physical Exercise Scale, and the Self-Perceived Barriers of Physical Activity Questionnaire. Our results showed that participants had high values of controlled motivation, the frustration of the basic psychological need for competence, and high values for the barrier of obligations/lack of time. We found a significant and positive association between the frustration of the basic psychological need for competence and the barriers present in the practice of physical activity. Moreover, we found that women reported experiencing body image/anxiety as a barrier to practicing sport and physical activity more than men and individuals aged 22–25 years experiencing obligations/lack of time as a barrier more than the those aged 18 to 21 years. Practical applications were proposed to avoid the frustration of basic psychological needs, increase the most self-determined forms of motivation, and reduce barriers to the practice of sport and physical activity.

scholarly journals Exploring Proximal LGBTQ+ Minority Stressors within Physical Activity Contexts From a Self-Determination Theory Perspective

2020 ◽  
Author(s):  
Shannon Herrick ◽  
Meredith A. Rocchi ◽  
Shane N. Sweet ◽  
Lindsay R. Duncan
Keyword(s):  
Physical Activity ◽  
Structural Equation ◽  
Self Determination Theory ◽  
Psychological Needs ◽  
Need Satisfaction ◽  
Basic Psychological Needs ◽  
Self Determination ◽  
Future Research ◽  
Willingness To Participate ◽  
Cross Sectional Survey

Abstract Background: LGBTQ+ individuals experience challenges such as discrimination and marginalization (referred to as minority stressors) that are detrimental to their mental and physical health. Specifically, proximal or internalized LGBTQ+ minority stressors may influence motivation for and willingness to participate in physical activity. Methods: The purpose of this study was to explore whether proximal LGBTQ+ minority stressors, as indicators of the social-environmental context, would relate to the basic psychological needs—motivation—physical activity pathway, as per self-determination theory. An online cross-sectional survey was completed by 778 LGBTQ+ adults. Results: Results from structural equation modelling analyses support that proximal LGBTQ+ minority stressors are associated with decreased reported need satisfaction (β = -.36) which, in turn, is associated with autonomous motivation (β = .53) and reported physical activity participation (β = .32). Conclusions: Future research focused on increasing LGBTQ+ participation in physical activity should investigate the effects of (a) reducing proximal LGBTQ+ minority stressors, and (b) better supporting LGBTQ+ adults’ autonomy, competence, and relatedness within physical activity contexts.

scholarly journals Having a Positive Relationship to Physical Activity: Basic Psychological Need Satisfaction and Age as Predictors for Students’ Enjoyment in Physical Education

Sports ◽  
2021 ◽  
Vol 9 (7) ◽  
pp. 90
Author(s):  
Sascha Leisterer ◽  
Leonie Gramlich
Keyword(s):  
Physical Activity ◽  
Physical Education ◽  
Autonomy Support ◽  
Psychological Needs ◽  
Need Satisfaction ◽  
Basic Psychological Needs ◽  
Active Lifestyle ◽  
Physically Active ◽  
Common Illnesses ◽  
Student Age

Physical activity is fundamental to prevent common illnesses in youth and research shows that students who perceive enjoyment in physical education (PE) have a more physically active lifestyle. This study aims to identify psychological antecedents of student enjoyment in PE. We addressed this by assessing aspects of self-determination theory (SDT), including the extent of autonomy-supportive teaching in PE (reported by teachers), the satisfaction of students’ basic psychological needs, and student age (reported by students), via questionnaires. Correlational and multiple linear regression analyses of the collected data of N = 170 students (M = 14.3 ± 2.20, 10–19 years of age) and N = 10 teachers show that autonomy support is related to autonomy satisfaction in students (r = 0.20, p < 0.01). In turn, student perception of autonomy correlates with competence (r = 0.64, p < 0.001) and belonging (r = 0.37, p < 0.001). All three basic psychological needs predict enjoyment in PE (F(1, 163) = 19.59, R2 = 0.68, p < 0.01). Additional analyses show that higher student age predicts a decrease in enjoyment (ΔR2 = 0.04, B = −0.73, β = −0.21, p < 0.01). Thus, student enjoyment in PE, as a foundation for a physically active lifestyle, can help to prevent common illnesses by satisfying basic psychological needs in PE.

scholarly journals Development and initial validation of the Psychological Need Frustration Scale for Physical Activity

PeerJ ◽  
2020 ◽  
Vol 8 ◽  
pp. e9210
Author(s):  
Pak-Kwong Chung ◽  
Tao Zhong ◽  
Jing-Dong Liu ◽  
Chun-Qing Zhang ◽  
Ming Yu Claudia Wong
Keyword(s):  
Physical Activity ◽  
Factor Structure ◽  
Structural Equation ◽  
Self Determination Theory ◽  
Psychological Needs ◽  
Basic Psychological Needs ◽  
Negative Experiences ◽  
Psychological Need ◽  
Need Frustration ◽  
Nomological Validity

Background The frustration of basic psychological needs can be detrimental to people’s health. To date, a scale developed specifically for measuring such perceived negative experiences, derived from a need thwarting environment in the physical activity context, is lacking. The present research attempted to develop and validate the Psychological Need Frustration Scale for Physical Activity (PNFS-PA) grounded in self-determination theory via multiple studies. Method In Study 1, an item pool was created, and its face and content validity were established. In Study 2, the factor structure of the scale was demonstrated using exploratory structural equation modelling (ESEM). In Study 3, its factor structure was cross-validated. Also, the nomological validity, reliability and measurement invariance of the scale were established. Result Taken together, the research suggests the newly developed PNFS-PA is valid and reliable and can be applied to assess psychological needs frustration experiences in the physical activity context.

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