Need Support, Need Satisfaction, Intrinsic Motivation, and Physical Activity Participation among Middle School Students

2011 ◽  
Vol 30 (1) ◽  
pp. 51-68 ◽  
Author(s):  
Tao Zhang ◽  
Melinda A. Solmon ◽  
Maria Kosma ◽  
Russell L. Carson ◽  
Xiangli Gu
Keyword(s):  
Physical Activity ◽  
Middle School ◽  
Middle School Students ◽  
Intrinsic Motivation ◽  
Self Determination Theory ◽  
Need Satisfaction ◽  
Self Determination ◽  
School Students ◽  
Perceived Need ◽  
Need Support

Using self-determination theory as a framework, the purpose of this study was to test a structural model of hypothesized relationships among perceived need support from physical education teachers (autonomy support, competence support, and relatedness support), psychological need satisfaction (autonomy, competence, and relatedness), intrinsic motivation, and physical activity. Participants were 286 middle school students in the southeastern U.S. They completed previously validated questionnaires assessing their perceived need support from teachers, need satisfaction, intrinsic motivation, and physical activity. The hypothesized model demonstrated a good fit with the data (RMSEA = .08; CFI = .97; NFI = .96; GFI = .96). Need satisfaction and intrinsic motivation mediated the relationship between need support and physical activity. The constructs of perceived autonomy, competence, and relatedness represent the nutriments that facilitate students’ intrinsic motivation and ultimately positively predict students’ physical activity. The findings supported the theoretical tenets of self-determination theory.

scholarly journals Understanding Physical Activity Intentions in Physical Education Context: A Multi-Level Analysis from the Self-Determination Theory

2020 ◽  
Vol 17 (3) ◽  
pp. 799 ◽  
Author(s):  
David Sánchez-Oliva ◽  
Athanasios Mouratidis ◽  
Francisco M. Leo ◽  
José L. Chamorro ◽  
Juan J. Pulido ◽  
...  
Keyword(s):  
Physical Activity ◽  
Physical Education ◽  
Classroom Environment ◽  
Sport Participation ◽  
Autonomous Motivation ◽  
Self Determination Theory ◽  
Need Satisfaction ◽  
Self Determination ◽  
Perceived Need ◽  
Need Support

Using self-determination theory as a framework, we aimed to study the relationships between perceived need support and need satisfaction with self-determined motivation and extracurricular physical activity intentions in the physical education (PE) classroom, including sex and out-of-school sport participation as moderators. Additionally, we aimed to test whether a need-supportive classroom environment in PE moderates these associations. Participants were 1259 students (556 males) aged between 12 to 16 years (Mage = 13.46 years; SD = 0.74) from 77 PE classes. At the student level we found (a) need satisfaction to predict positively autonomous motivation and negatively amotivation, and (b) autonomous motivation to predict positively and amotivation to predict negatively intentions to undertake extracurricular physical activities. At the classroom level, in need-supportive classes males benefit more than females in terms of increased autonomous motivation while females benefit more than males in terms of decreased amotivation. Finally, class-level perceived need support moderated (i.e., attenuated) the negative association between need satisfaction and amotivation and between amotivation and intentions. These results suggest a buffering role that a need-supportive classroom environment may have on students’ motivation and behavior.

Student Perceptions of Instructional Choices in Middle School Physical Education

2016 ◽  
Vol 35 (2) ◽  
pp. 138-148 ◽  
Author(s):  
Bulent Agbuga ◽  
Ping Xiang ◽  
Ron E. McBride ◽  
Xiaoxia Su
Keyword(s):  
Middle School ◽  
Public Schools ◽  
Physical Education ◽  
Student Perceptions ◽  
Self Determination Theory ◽  
Need Satisfaction ◽  
Self Determination ◽  
School Students ◽  
Student Autonomy ◽  
Procedural Autonomy

Purpose:Framed within self-determination theory, this study examined relationships among perceived instructional choices (cognitive, organizational, and procedural), autonomy need satisfaction, and engagement (behavioral, cognitive, and emotional) among Turkish students in middle school physical education.Methods:Participants consisted of 246 (124 boys, 122 girls) middle school students enrolled in physical education classes at four public schools in the west Turkey. Questionnaires were used to collect the data.Results:Perceived cognitive, organizational and procedural choices were found all important to students’ autonomy need satisfaction and/or engagement. Autonomy need satisfaction fully or partially mediated the relationships between perceived instructional choices and engagement.Discussion/Conclusion:The study provides empirical data that instructional choices supported student autonomy need satisfaction, and were related to student engagement in middle school physical education.

Relatedness Need Satisfaction, Intrinsic Motivation, and Engagement in Secondary School Physical Education

2017 ◽  
Vol 36 (3) ◽  
pp. 340-352 ◽  
Author(s):  
Ping Xiang ◽  
Bülent Ağbuğa ◽  
Jiling Liu ◽  
Ron E. McBride
Keyword(s):  
High School Students ◽  
Public Schools ◽  
Physical Education ◽  
Secondary School ◽  
Intrinsic Motivation ◽  
Self Determination Theory ◽  
Need Satisfaction ◽  
Self Determination ◽  
School Students ◽  
Motivation And Engagement

Purpose:Using self-determination theory, this study examined unique contributions of relatedness need satisfaction (to both teachers and peers) to intrinsic motivation and engagement (behavioral, cognitive, and emotional) over and above those of autonomy need satisfaction and competence need satisfaction among Turkish students in secondary school physical education.Method:Participants were 331 (162 boys, 169 girls) middle and high school students enrolled in physical education classes at four public schools in the southwest Turkey. Data were collected by previously validated questionnaires.Results:No gender differences occurred in the mean levels of relatedness to teachers need satisfaction and relatedness to peers need satisfaction. These two types of relatedness need satisfaction made significant unique contributions to student engagement for both boys and girls. The differential roles of relatedness to peers need satisfaction in predicting boys’ and girls’ engagement were observed.Discussion/Conclusion:Discussion/Conclusion: The study demonstrated that two types of relatedness need satisfaction uniquely predicted students’ engagement in a secondary school physical education setting. This finding supports self-determination theory that relatedness need satisfaction is an important motivator for students in schools.

scholarly journals Characterizing Middle School Students' Physical Literacy Development: A Self-Determination Theory-Based Pilot Intervention in Physical Education

2022 ◽  
Vol 3 ◽  
Author(s):  
Yang Liu ◽  
Senlin Chen
Keyword(s):  
Middle School ◽  
Physical Education ◽  
Middle School Students ◽  
Youth Development ◽  
Self Determination Theory ◽  
The United States ◽  
Self Determination ◽  
Dynamic State ◽  
Physical Literacy ◽  
School Students

Purpose: Positive youth development (PYD) can be achieved through effective and purposeful instructions in physical education (PE) and other relevant experiences both in and beyond schools. Students' PYD is associated with their physical literacy (PL) development, which has become a primary emphasis of PE, especially in the United States, in recent years. This study aimed to (a) characterize middle school students' physical literacy (PL) and (b) capture their PL developing trajectories in light of receiving a self-determination theory (SDT)-based pedagogical workshop, with the long-term vision on PYD.Methods: Participants (N = 226) completed the Canadian Assessment of Physical Literacy (CAPL-2) in physical education (PE). A subsample (n = 49) received four workshop sessions over 8 weeks; and completed the CAPL-2 and participated in focus group interviews before and after the workshop.Results: Both boys and girls' CAPL-2 scores were in the “progressing” stage. Significant differences in PL and PL domains were observed by gender, grade, socioeconomic status (SES), body mass index (BMI), and race/ethnicity. The low PL group showed improvements in PL and PL domains. Interview data delineated positive PL developing trajectories for physical activity (PA) type, frequency, and intensity; perceived motives; and participation barriers.Conclusion: PL is a dynamic state that can be improved through purposeful PE. Future work should examine the effect (and implementation) of opportunities in (e.g., PE) and beyond schools (e.g., youth sports programs) to ultimately advance PYD.

The Effectiveness of Equipment Provisions on Rural Middle School Students’ Physical Activity During Lunch Recess

2021 ◽  
Vol 18 (3) ◽  
pp. 287-295
Author(s):  
Hyeonho Yu ◽  
Pamela H. Kulinna ◽  
Shannon C. Mulhearn
Keyword(s):  
Physical Activity ◽  
Middle School ◽  
Middle School Students ◽  
Visual Analysis ◽  
Leisure Activity ◽  
Environmental Intervention ◽  
School Students ◽  
Baseline Phase ◽  
Significant Difference ◽  
Eighth Grade Students

Background: Environmental provisions can boost students’ discretionary participation in physical activity (PA) during lunchtime at school. This study investigated the effectiveness of providing PA equipment as an environmental intervention on middle school students’ PA levels and stakeholders’ perceptions of the effectiveness of equipment provisions during school lunch recess. Methods: A baseline–intervention research design was used in this study with a first baseline phase followed by an intervention phase (ie, equipment provision phase). A total of 514 students at 2 middle schools (school 1 and school 2) in a rural area of the western United States were observed directly using the System for Observing Play and Leisure Activity in Youth instrument. Interviews were conducted with stakeholders. Paired-sample t tests and visual analysis were conducted to explore differences in PA levels by gender, and common comparison (with trustworthiness measures) was used with the interview data. Results: The overall percentage of moderate to vigorous PA levels was increased in both schools (ranging from 8.0% to 24.0%). In school 2, there was a significant difference in seventh- and eighth-grade students’ moderate to vigorous PA levels from the baseline. Three major themes were identified: (1) unmotivated, (2) unequipped, and (3) unquestionable changes (with students becoming more active). Conclusions: Environmental supports (access, equipment, and supervision) significantly and positively influenced middle school students’ lunchtime PA levels.

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