scholarly journals Exercise Promotion: Reviewing the Importance of Health Professionals’ Interpersonal Behaviors on Exercisers’ Basic Psychological Needs

2020 ◽  
pp. 003151252098307
Author(s):  
Filipe Rodrigues ◽  
Rita Macedo
Keyword(s):  
Health Professionals ◽  
Exercise Adherence ◽  
Psychological Needs ◽  
Basic Psychological Needs ◽  
Interpersonal Behavior ◽  
Interpersonal Interaction ◽  
Interpersonal Behaviors ◽  
Need Thwarting ◽  
Exercise Promotion ◽  
The Impact

Previous studies have investigated the impact of exercisers’ perceptions of health professionals’ interpersonal behaviors on exercisers’ exercise adherence. From these studies, there is increased interest in developing and evaluating programs to improve health professionals’ communication skills and interpersonal behavior. In this narrative review, we provide examples of self-determination theory and newer modifications to it, discuss the empirical conditions that foster optimal exerciser motivation, consider the antecedent factors influencing health professionals’ behaviors, and offer practical suggestions to health professionals seeking to promote regular exercise practice. Since exercisers perceive and differentiate health professionals’ need-supportive, need-thwarting, and need-passive behaviors, health professionals who can critically and consciously distinguish these different types of behavior are more likely to foster supportive climates and suppress the use of need-thwarting and need-indifferent behaviors. The interpersonal interaction between health professionals and exercisers strongly influences how exercisers will regulate their behavior toward persistent exercise.

scholarly journals Enhanced student perceptions of learning and performance using concept-point-recovery teaching sessions: a mixed-method approach

2021 ◽  
Vol 8 (1) ◽  
Author(s):  
Hyun Jin Cho ◽  
Michael R. Melloch ◽  
Chantal Levesque-Bristol
Keyword(s):  
Academic Success ◽  
Active Learning ◽  
Learning Environment ◽  
Learning Outcomes ◽  
Student Perceptions ◽  
Psychological Needs ◽  
Basic Psychological Needs ◽  
Academic Learning ◽  
Control Group ◽  
The Impact

Abstract Background Active learning pedagogy has recently received a great deal of attention, and many universities have attempted to create student-centered learning environments to improve students’ academic success. The purpose of this study is to explore the impact of concept-point-recovery (CPR) teaching sessions as an active learning strategy on students’ perceptions of the learning environment, motivation, and academic learning outcomes in an electrical engineering course. To investigate the effectiveness of CPR sessions, students’ perceptions of learning and their performance were compared to those of students in a control classroom. Finally, students’ written comments on the course and instructor were explored in further analysis. Results The quantitative findings revealed that there was a significant change in students’ perceptions of learning after the CPR teaching sessions, and there was an increase in students’ perceptions and learning outcomes compared with those of the control group. In addition, the qualitative findings from students’ written feedback demonstrated that students felt that the instructor cared about students’ learning and success and that they had a positive learning environment. Conclusions CPR teaching sessions can be an alternative model for instructors to connect with students and create supportive environments to help students achieve academic success, which in turn promotes the satisfaction of students’ basic psychological needs and self-determined motivation. Therefore, increasing students’ engagement in their learning processes and making connections with students through CPR teaching sessions can facilitate improvements in students’ motivation and academic success. How this new active learning technique can be applied to higher education is discussed.

Active Learning and Self-Determination for the Management of Differences in the Classroom

2018 ◽  
Vol 9 (1) ◽  
pp. 42-54
Author(s):  
Oliva Patrizia ◽  
Anna Maria Murdaca ◽  
Assunta Penna
Keyword(s):  
Active Learning ◽  
Students With Disabilities ◽  
Classroom Climate ◽  
Psychological Needs ◽  
Basic Psychological Needs ◽  
Traditional Teaching ◽  
Typical Development ◽  
Level Of Satisfaction ◽  
Traditional Teaching Methods ◽  
The Impact

The contexts of active learning, be they cooperative or flipped, are considered environments in which effective forms of learning are developed and students report greater satisfaction of basic psychological needs, intrinsic motivation, and interest in the subjects studied compared to the peers included in classes with traditional teaching methods. The aim of this study is to investigate whether there are differences between students with disabilities and without any pathology, included in active learning contexts, in the level of satisfaction of basic psychological needs, in the perception of skills, in the perception of the classroom climate and in the motivation to learn. 100 students (age: M = 16.99; DS = 1.808), 33 with disabilities and 67 students with typical development were involved. The results confirmed, in addition to the impact of individual factors in the motivation to study (psychological needs and perception of skills), a significant relationship also emerged with the classroom climate, with the teaching strategies of active learning and functional and self-determined levels of motivation to study.

scholarly journals Applying the Personal and Social Responsibility Model-Based Program: Differences According to Gender between Basic Psychological Needs, Motivation, Life Satisfaction and Intention to be Physically Active

2019 ◽  
Vol 16 (13) ◽  
pp. 2326 ◽  
Author(s):  
Manzano-Sánchez ◽  
Valero-Valenzuela ◽  
Conde-Sánchez ◽  
Chen
Keyword(s):  
Physical Education ◽  
Social Responsibility ◽  
Personal Responsibility ◽  
Psychological Needs ◽  
Basic Psychological Needs ◽  
Control Group ◽  
Physically Active ◽  
Personal And Social Responsibility ◽  
The Impact ◽  
Experimental Group

The objective of the study was to evaluate the impact of a program based on the Teaching Personal and Social Responsibility (TPSR) on the variables of responsibility, basic psychology needs, motivation, satisfaction with life and the intention to be physically active, as well as the differences of gender. The participants were 85 students (experimental group n = 35, 17 girls and control group n = 50, 28 girls). The students of the experimental group received the TPSR for 8 months within the physical education subject. The findings indicated an improvement in the experimental group in terms of personal responsibility and in the case of female students, in basic psychological needs and intrinsic motivation. In conclusion, the TPSR program can be integrated into the physical education curriculum in order to improve the personal responsibility of students and fulfill their motivation and satisfaction of basic psychological needs.

“I’ve Had Bad Experiences With Team Sport”: Sport Participation, Peer Need-Thwarting, and Need-Supporting Behaviors Among Youth Identifying With Physical Disability

2018 ◽  
Vol 35 (1) ◽  
pp. 36-56 ◽  
Author(s):  
Krystn Orr ◽  
Katherine A. Tamminen ◽  
Shane N. Sweet ◽  
Jennifer R. Tomasone ◽  
Kelly P. Arbour-Nicitopoulos
Keyword(s):  
Physical Disability ◽  
Sport Participation ◽  
Self Determination Theory ◽  
Psychological Needs ◽  
Basic Psychological Needs ◽  
Self Determination ◽  
Mapping Technique ◽  
Need Thwarting ◽  
Age Range

This study was guided by self-determination theory to explore the sport experiences of youth with a physical disability and the role of peers within this context. Interviews were conducted with eight youths using a relational mapping technique and analyzed using a deductive thematic approach. Sport peers were broadly defined by the youth as individuals from a large age range and of all abilities. Youth perceived their sport peers to have dynamic roles throughout their participation in sport. The perceived roles of these sport peers included supporting and thwarting basic psychological needs, and influencing the youths’ processing of sport internalization. Findings focus on the complexity of peer need-thwarting and need-supporting interactions in sport for youth with physical disabilities. Overall, peers have a multifaceted role in the sport experiences of youth identifying with a physical disability and may, in some cases, thwart youths’ basic psychological needs.

scholarly journals The Impact of an Outdoor and Adventure Sports Course on the Wellbeing of Recovering UK Military Personnel: An Exploratory Study

Sports ◽  
2019 ◽  
Vol 7 (5) ◽  
pp. 112 ◽  
Author(s):  
Mariana Kaiseler ◽  
Chris Kay ◽  
Jim McKenna
Keyword(s):  
Military Personnel ◽  
Psychological Needs ◽  
Basic Psychological Needs ◽  
Psychological Wellbeing ◽  
Research Attention ◽  
Positive Effects ◽  
Long Term Impact ◽  
The Impact ◽  
Adventure Sports

UK military personnel have faced increased demands over the last three decades; these have affected their wellbeing and caused multiple physical and mental health problems. Currently, bespoke rehabilitation systems may recommend participation in sports programmes. Although research attention has been drawn to the short-term positive effects of these programmes, their long-term impact on psychological wellbeing is unknown. To address this gap, the current study explored the long-term impact of a sports programme on UK military personnel’s ability to make changes in their day-to-day life through the lens of psychological wellbeing. For this purpose, UK military personnel (n = 97) completed an online survey aiming to provide a quantitative and qualitative picture of their experiences of an outdoor and adventure sports programme, underpinned by the basic psychological needs theory, six months following completion. Findings suggest that 75% of respondents found that the course was useful for facilitating adaptive changes. Content analysis suggests that elements of the course seem to satisfy their basic psychological needs of competence, relatedness and autonomy. Activities initiated six months after the course are mostly aligned with improved psychological wellbeing. Useful theoretical and applied implications are discussed.

scholarly journals Self-Determination and Physical Exercise Adherence in the Contexts of Fitness Academies and Personal Training

2015 ◽  
Vol 46 (1) ◽  
pp. 241-249 ◽  
Author(s):  
Ingi Petitemberte Klain ◽  
Dihogo Gama de Matos ◽  
José Carlos Leitão ◽  
Luís Cid ◽  
João Moutão
Keyword(s):  
Physical Exercise ◽  
Autonomy Support ◽  
Structural Equation ◽  
Exercise Adherence ◽  
Psychological Needs ◽  
Equation Model ◽  
Basic Psychological Needs ◽  
Self Determination ◽  
Behavioral Regulation ◽  
Personal Training

AbstractThis research aimed to analyze the validity of the relations hypothesized by the theory of self-determination in predicting adherence to physical exercise in fitness academy users and subjects following personal training. A total of 588 persons from Pelotas / RS / Brazil (405 gym users and 183 subjects following personal training) completed the Portuguese version of the three questionnaires, i.e. the Perceived Autonomy Support Climate Exercise Questionnaire, Basic Psychological Needs in the Exercise Scale and Behavioral Regulation in the Exercise Questionnaire −2. The results support the factorial structure of the questionnaires used in this sample. There was a significant multivariate effect of context on self-determination for physical exercise training [Wilks’ λ = 0.934, F (10, 576.000) = 4.03, p < 0.001, η2 = 0.01]. The hypothesized structural equation model, which considered the self-determination theory, showed a good fit to the data (S-B χ2 = 234.703; p= .001; df = 52; χ2/df = 4.514; SRMS = .049; NNFI = .906; CFI = .926; RMSEA = .077; RMSEA 90% CI = .067 − .088). However, in the comparative analysis, the perception of autonomy support, relatedness and competence were significantly higher in the context of personal training, while the amotivation and external regulation were significantly higher in the context of fitness academies.

scholarly journals Conceptualizing and Testing a New Tripartite Measure of Coach Interpersonal Behaviors

2019 ◽  
Author(s):  
Nikita Bhavsar ◽  
Nikos Ntoumanis ◽  
Eleanor Quested ◽  
Daniel Gucciardi ◽  
Cecilie Thøgersen-Ntoumani ◽  
...  
Keyword(s):  
Factor Structure ◽  
Structural Equation ◽  
Self Determination Theory ◽  
Psychological Needs ◽  
Self Report ◽  
Equation Modeling ◽  
Validity Evidence ◽  
Interpersonal Behaviors ◽  
Need Frustration ◽  
Need Thwarting

ObjectivesVarious self-report measures based on Self-Determination Theory (Deci &amp; Ryan, 1985; Ryan &amp; Deci, 2017) have been developed to assess athletes’ perceptions of their coaches’ need supportive and thwarting behaviors. We propose that it is also conceptually important to distinguish between coaching behaviors that thwart and those that are indifferent to athletes’ psychological needs. This distinction is useful, as we contend that athletes’ degree of need frustration, and concomitant negative outcomes, are likely to be more pronounced in a coaching environment that actively thwarts (vs. is indifferent to) athletes’ needs. In this three-study paper, we outline the conceptual rationale for, the development of, and initial validity evidence for a tripartite (need supportive, thwarting, and indifferent) measure of interpersonal behaviors of coaches (TMIB-C).MethodIn Study 1, we developed 54 candidate items and gathered evidence for their face and content validity with athletes and an expert panel. Competing factor models were tested in Study 2 to determine the best representation of the measure’s factor structure. In Study 3, we tested the replication of such models and the nomological network surrounding the identified factors.ResultsIn Study 2, a 22-item, three-factor structure (supportive, thwarting, and indifferent behaviors) using exploratory structural equation modeling, demonstrated acceptable fit, good standardized factor loadings, factor correlations in the expected directions, and acceptable estimates of internal consistency. This model was replicated in Study 3. Tests of nomological networks showed that as expected, need indifference was a weaker predictor of autonomy and competence need frustration as compared to need thwarting, and the only significant predictor of irrelevant thoughts. Unexpectedly, however, need indifference was also as good as, or a better predictor than need thwarting was of exhaustion and relatedness need frustration, respectively.ConclusionsEvidence supports the TMIB-C as a parsimonious and promising measure of athletes’ perceptions of coach interpersonal behaviors. Our tripartite conceptualization and measure should be further tested in terms of its predictive utility in order to advance conceptual understanding and intervention efforts targeting interpersonal behaviors in sport, and potentially other life domains.

Impact of a Sustained TPSR Program on Students’ Responsibility, Motivation, Sportsmanship, and Intention To Be Physically Active

2020 ◽  
Vol 39 (2) ◽  
pp. 247-255 ◽  
Author(s):  
Juan Andrés Merino-Barrero ◽  
Alfonso Valero-Valenzuela ◽  
Noelia Belando Pedreño ◽  
Javier Fernandez-Río
Keyword(s):  
Social Responsibility ◽  
Direct Instruction ◽  
Repeated Measures ◽  
Psychological Needs ◽  
Basic Psychological Needs ◽  
Physically Active ◽  
Psychosocial Consequences ◽  
Personal And Social Responsibility ◽  
The Impact ◽  
Experimental Group

Purpose: To assess the impact of a sustained Teaching for Personal and Social Responsibility program in Physical Education. Method: There were 72 primary and secondary education students (11–13 years), enrolled in two different schools, and their four teachers were randomly distributed into an experimental group (n = 35) and a nonequivalent group (n = 37) by their schools’ administration. A pre-/posttest, repeated-measures nonequivalent group design was used. The two teachers of the experimental group implemented a Teaching for Personal and Social Responsibility program, whereas the two teachers of the nonequivalent group used Direct Instruction in their classes over four consecutive learning units (29 sessions, 5 months). Results: Students in the experimental group significantly increased their personal and social responsibility (p < .01), self-determined motivation (p < .01), basic psychological needs satisfaction (competence, autonomy, and relatedness; p < .01), sportsmanship (p < .05), and intention to be physically active outside school (p < .05). Conclusion: The Teaching for Personal and Social Responsibility program was more able to increase students’ self-determined motivation and to generate positive psychosocial consequences than the Direct Instruction approach.

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