scholarly journals Student intention to engage in leisure-time physical activity: The interplay of task-involving climate, competence need satisfaction and psychobiosocial states in physical education

2018 ◽  
Vol 25 (3) ◽  
pp. 761-777 ◽  
Author(s):  
Rossana Di Battista ◽  
Claudio Robazza ◽  
Montse C Ruiz ◽  
Maurizio Bertollo ◽  
Francesca Vitali ◽  
...  
Keyword(s):  
Physical Activity ◽  
Physical Education ◽  
Leisure Time ◽  
Leisure Time Physical Activity ◽  
Psychological Needs ◽  
Motivational Climate ◽  
Need Satisfaction ◽  
Basic Psychological Needs ◽  
Needs Satisfaction ◽  
The Impact

Grounded in achievement goal theory and basic psychological needs theory, the aim of this study was to examine the impact of the interaction of perceived motivational climate in physical education with psychological needs satisfaction (relatedness, competence and autonomy) and psychobiosocial states on student intention to engage in leisure-time physical activity. Participants ( N = 470 Italian students, 287 boys and 183 girls, aged 16–19 years) completed the Teacher-Initiated Motivational Climate in Physical Education Questionnaire, the Psychological Needs Satisfaction Scale in Physical Education, the Psychobiosocial States Questionnaire, and a measure of intention to engage in leisure-time physical activity. Structural equation modelling analysis indicated that a perceived task-involving climate was related to intention to engage in physical activity through the serial mediation of competence need satisfaction and pleasant/functional psychobiosocial states. The findings highlight the importance of task-involving climate and competence need satisfaction in determining pleasant emotional states and, consequently, in promoting leisure-time physical activity. Teachers should apply curricular and pedagogical strategies that aim to create a task-involving motivational climate, make movement experiences personally meaningful and pleasant and therefore stimulate students to adopt an active lifestyle.

scholarly journals Perceived Controlling Behaviors of Physical Education Teachers and Objectively Measured Leisure-Time Physical Activity in Adolescents

2019 ◽  
Vol 16 (15) ◽  
pp. 2709 ◽  
Author(s):  
Andre Koka ◽  
Henri Tilga ◽  
Hanna Kalajas-Tilga ◽  
Vello Hein ◽  
Lennart Raudsepp
Keyword(s):  
Physical Activity ◽  
Physical Education ◽  
Leisure Time ◽  
Leisure Time Physical Activity ◽  
Psychological Needs ◽  
Basic Psychological Needs ◽  
Controlling Behavior ◽  
Objectively Measured ◽  
Controlling Behaviors

The facilitative role of perceived autonomy support from physical education (PE) teachers on adolescents’ leisure-time physical activity (PA) has been supported. This study aimed to examine the mechanism by which perceived controlling behaviors from PE teachers relate to adolescents’ objectively measured leisure-time PA. In a three-wave prospective study, a total of 159 students (64 boys) aged 11 to 19 years old (Mage = 14.94 years; SD = 2.11) completed measures of perceived controlling behavior, frustration of the basic psychological needs, and motivational regulations in PE. One week later, motivational regulations towards leisure-time moderate-to-vigorous PA (MVPA) were assessed. Five weeks later, MVPA was measured using accelerometers (ActiGraph GT3X) during seven consecutive days. Structural equation modeling analysis indicated that perceived controlling behavior predicted students’ frustration of basic psychological needs in PE. The competence need frustration in PE had a negative direct effect on objectively measured MVPA. A significant indirect effect supported the mediating role of competence frustration in PE in the relation between perceived controlling behavior from PE teachers and MVPA in adolescents. Findings suggest that future interventions striving to promote adolescents’ PA engagement in their leisure-time should focus on decreasing controlling behaviors from teachers in PE that may manipulate the teacher–student relation.

The Role of an Empowering Motivational Climate on Pupils’ Concentration and Distraction in Physical Education

2021 ◽  
pp. 1-11
Author(s):  
Maxime Mastagli ◽  
Aurélie Van Hoye ◽  
Jean-Philippe Hainaut ◽  
Benoît Bolmont
Keyword(s):  
Physical Education ◽  
Negative Affect ◽  
Structural Equation ◽  
Psychological Needs ◽  
Motivational Climate ◽  
Need Satisfaction ◽  
Basic Psychological Needs ◽  
Multilevel Structural Equation Modeling ◽  
Equation Modeling ◽  
Positive And Negative Affect

Purpose: The present study investigated the relationship between an empowering motivational climate and pupils’ concentration and distraction in physical education, mediated by basic psychological needs satisfaction and by positive and negative affect. Method: The participants were 425 French pupils (Mage = 15.36, SDage = 0.82) from 21 high schools, who filled in a questionnaire regarding the study variables. This cross-sectional study used multilevel structural equation modeling to examine the hypothesized relationships. Results: Good fit indices were found in the data from the theoretical model. An empowering motivational climate was found to be related to concentration. Competence need satisfaction was related to concentration and distraction. This association was mediated by positive and negative affect, which in turn was related to concentration and distraction. Conclusion: Teachers can improve pupils’ concentration and positive affect and reduce distraction and negative affect by supporting an empowering motivational climate and fostering competence need satisfaction.

scholarly journals Motivational Predictors of Physical Education Students’ Effort, Exercise Intentions, and Leisure-Time Physical Activity: A Multilevel Linear Growth Analysis

2010 ◽  
Vol 32 (1) ◽  
pp. 99-120 ◽  
Author(s):  
Ian M. Taylor ◽  
Nikos Ntoumanis ◽  
Martyn Standage ◽  
Christopher M. Spray
Keyword(s):  
Physical Activity ◽  
Physical Education ◽  
Leisure Time ◽  
Leisure Time Physical Activity ◽  
Growth Models ◽  
Self Determination Theory ◽  
Psychological Needs ◽  
Education Students ◽  
Physical Education Students ◽  
Mean Differences

Grounded in self-determination theory (SDT; Deci & Ryan, 2000), the current study explored whether physical education (PE) students’ psychological needs and their motivational regulations toward PE predicted mean differences and changes in effort in PE, exercise intentions, and leisure-time physical activity (LTPA) over the course of one UK school trimester. One hundred and seventy-eight students (69% male) aged between 11 and 16 years completed a multisection questionnaire at the beginning, middle, and end of a school trimester. Multilevel growth models revealed that students’ perceived competence and self-determined regulations were the most consistent predictors of the outcome variables at the within- and between-person levels. The results of this work add to the extant SDT-based literature by examining change in PE students’ motivational regulations and psychological needs, as well as underscoring the importance of disaggregating within- and between-student effects.

scholarly journals The German Basic Psychological Needs Satisfaction in Physical Education Scale: Adaption and Multilevel Validation in a Sample of Sixth-Grade Girls

2020 ◽  
Vol 17 (5) ◽  
pp. 1554 ◽  
Author(s):  
David J. Sturm ◽  
Joachim Bachner ◽  
Stephan Haug ◽  
Yolanda Demetriou
Keyword(s):  
Physical Activity ◽  
Physical Education ◽  
Vigorous Physical Activity ◽  
Psychological Needs ◽  
Need Satisfaction ◽  
Basic Psychological Needs ◽  
Measurement Tool ◽  
Cross Sectional ◽  
Class Level ◽  
The Individual

(1) Background: Self-determination theory (SDT) claims that need supportive behavior is related to the satisfaction of the basic psychological needs: autonomy, relatedness and competence. The student–teacher relationship is of special interest to understand mechanisms of physical activity behavior change in physical education (PE). (2) Methods: In this cross-sectional study, 481 girls answered a German version of the Basic Psychological Need Satisfaction (BPNS) in PE Scale. Contrary to previous studies, the psychometric properties of this scale were examined by multilevel confirmatory factor analysis. (3) Results: A model with three latent factors on both levels showed acceptable fit and all items showed significant factor loadings. Although one item was excluded due to psychometric reasons, the scale showed good internal consistencies; α = 0.85 at the individual level and α = 0.84 at the class level. Subscales’ internal consistency at the individual levels was good, while at class level, the scores differed from poor to good. Small significant correlations of BPNS with moderate to vigorous physical activity support criterion validity. (4) Conclusion: The 11-item scale is a valid measurement tool to assess BPNS in PE and further application in the school setting would broaden the insights into the psychological impacts of SDT in PE.

scholarly journals Actividad física en tiempo libre en estudiantes universitarios Colombianos (Leisure-time physical activity in Colombian university students)

Retos ◽  
2019 ◽  
pp. 181-189 ◽  
Author(s):  
Mabel Gómez-Mazorra ◽  
David Sánchez-Oliva ◽  
Antonio Labisa-Palmeira
Keyword(s):  
Physical Activity ◽  
University Students ◽  
Leisure Time ◽  
Leisure Time Physical Activity ◽  
Sociodemographic Factors ◽  
Psychological Needs ◽  
Basic Psychological Needs ◽  
Or Education ◽  
University Environment ◽  
Estudiantes Universitarios

Analizar la asociación entre las variables de la Teoría de la Autodeterminación (TAD), la Teoría del Comportamiento Planificado (TCP), el entorno universitario y la práctica de Actividad Física (AF) en tiempo libre en estudiantes universitarios. 363 estudiantes participaron y completaron cuestionario para analizar la satisfacción y la frustración de las Necesidades Psicológicas Básicas (NPB), los procesos motivacionales, percepciones para la intención y el nivel de AF en tiempo libre. Se obtuvo diferencias significativas para el nivel de AF con relación al género, los estudiantes muy activos y que trabajan, tienen mayor satisfacción de NPB, motivación autodeterminada e intención para la práctica de AF; pertenecer a áreas de formación en salud, educación y recibir deporte formativo, genera mayores niveles de frustración de autonomía, desmotivación y regulación externa. El análisis de regresión mostró como el género y la regulación integrada son predictoras comunes para la AF moderada vigorosa (AFMV) y la AF total (AFT). Los factores sociodemográficos, el entorno universitario y los factores motivacionales ayudan a explicar la intención y la práctica de AF en tiempo libre y sus diferencias serán determinantes para educar conductas saludables. Abstract. To analyze the association between variables of the Theory of Self-Determination (SDT), the Theory of Planned Behavior (TPB), the university environment, and the practice of Physical Activity (PA) in leisure time in university students. A sample of 363 students participated and completed a questionnaire to analyze satisfaction and frustration of Basic Psychological Needs (BPN), motivational processes, intention perceptions, and PA levels in leisure time. Significant differences were found regarding PA levels by gender; students who are very active and students workers have greater satisfaction of BPN, self-determined regulation, and intention to practice PA; belonging to education fields in health or education, and receiving sports training, generate higher levels of frustration of autonomy, demotivation, and external regulation. The regression analysis showed that gender and integrated regulation are common predictors of moderate-vigorous PA (MVPA) and total PA (TPA). Sociodemographic factors, university environment, and motivational factors help explain the intention and practice of PA in leisure time and their differences will be decisive in educating healthy behaviors.

scholarly journals Motivational climate, need satisfaction, self-determined motivation, and physical activity of students in secondary school physical education in China

2020 ◽  
Author(s):  
Ruzhuan Chen ◽  
Lijuan Wang ◽  
Bingnan Wang ◽  
Yulan Zhou
Keyword(s):  
Physical Activity ◽  
Physical Education ◽  
Secondary School ◽  
Autonomy Support ◽  
Structural Equation ◽  
Vigorous Physical Activity ◽  
Psychological Needs ◽  
Motivational Climate ◽  
Need Satisfaction ◽  
School Students

Abstract Background: On the basis of the integration constructs from self-determination theory (SDT) and achievement goal theory (AGT), this study aims to investigate the relationship among classroom motivational climate from four perspectives (i.e. autonomy support, relatedness support, task-involving climate and ego-involving climate), three psychological needs (i.e. autonomy, competence and relatedness), self-determined motivation and physical activity (PA) in secondary physical education (PE). Methods: Participants consisted of 1,186 Chinese students aged 11 to 16 years from three secondary schools in Shanghai. Accelerometers were utilized to measure moderate to vigorous physical activity (MVPA). Questionnaires were used to measure SDT variables (i.e. classroom motivational climate, perceived competence, autonomy, relatedness and self-determined motivation). Structural equation modelling (SEM) was adopted to analyse the hypothesised relationship.Results: SEM analysis revealed that task-involving climate and autonomy support were positively associated with autonomy, relatedness and competence. Relatedness support was positively related with autonomy and relatedness, whereas ego-involving climate was only associated with competence. The three psychological needs positively affected self-determined motivation, and self-determined motivation positively affected the MVPA time of secondary school students in PE lessons.Conclusion: These findings support a model of motivation that integrates SDT and AGT, provides new insight into understanding MVPA in Chinese PE, and establishes a solid basis for intervention research.

scholarly journals Motivational climate, need satisfaction, self-determined motivation, and physical activity of students in secondary school physical education in China

2020 ◽  
Vol 20 (1) ◽  
Author(s):  
Ruzhuan Chen ◽  
Lijuan Wang ◽  
Bingnan Wang ◽  
Yulan Zhou
Keyword(s):  
Physical Activity ◽  
Physical Education ◽  
Secondary School ◽  
Autonomy Support ◽  
Structural Equation ◽  
Vigorous Physical Activity ◽  
Psychological Needs ◽  
Motivational Climate ◽  
Need Satisfaction ◽  
School Students

Abstract Background On the basis of the integration constructs from self-determination theory (SDT) and achievement goal theory (AGT), this study aims to investigate the relationship among classroom motivational climate from four perspectives (i.e. autonomy support, relatedness support, task-involving climate and ego-involving climate), three psychological needs (i.e. autonomy, competence and relatedness), self-determined motivation and physical activity (PA) in secondary physical education (PE). Methods Participants consisted of 1186 Chinese students aged 11 to 16 years from three secondary schools in Shanghai. Accelerometers were utilized to measure moderate to vigorous physical activity (MVPA). Questionnaires were used to measure SDT variables (i.e. classroom motivational climate, perceived competence, autonomy, relatedness and self-determined motivation). Structural equation modelling (SEM) was adopted to analyse the hypothesised relationship. Results SEM analysis revealed that task-involving climate and autonomy support were positively associated with autonomy, relatedness and competence. Relatedness support was positively related with autonomy and relatedness, whereas ego-involving climate was only associated with competence. The three psychological needs positively affected self-determined motivation, and self-determined motivation positively affected the MVPA time of secondary school students in PE lessons. Conclusion These findings support a model of motivation that integrates SDT and AGT, provides new insight into understanding MVPA in Chinese PE, and establishes a solid basis for intervention research.

Motivational Climate in Physical Education, Achievement Motivation, and Physical Activity: A Latent Interaction Model

2019 ◽  
Vol 38 (4) ◽  
pp. 305-315 ◽  
Author(s):  
Stéphanie Girard ◽  
Jérôme St-Amand ◽  
Roch Chouinard
Keyword(s):  
Physical Activity ◽  
High School ◽  
High School Students ◽  
Physical Education ◽  
Leisure Time ◽  
Leisure Time Physical Activity ◽  
Perceived Competence ◽  
Motivational Climate ◽  
School Students ◽  
Mastery Goals

Purpose: To assess if high school students’ leisure-time physical activity is predicted by their perception of the motivational climate, their perceived competence, and their achievement goals in physical education (PE) and if these variables interact with each other.Methods: A sample of 843 high school students completed self-reported questionnaires in the middle and at the end of the school year. The data were analyzed by structural equation modeling and latent moderated structural equations.Results: Leisure-time physical activity was positively predicted by students’ performance-approach goals and perceived competence in PE and by the interaction between their perceived competence and their adoption of mastery goals.Discussion/Conclusion: Only individual variables in PE were related to leisure-time physical activity. The significant interaction effect between students’ mastery goals and perceived competence in PE suggests that teachers need to foster students’ perceptions of competence. The authors therefore discuss the scope of the results with regard to pedagogical practices.

scholarly journals Teachers’ Psychological Needs Satisfaction and Thwarting: Can They Explain Students’ Behavioural Engagement in Physical Education? A Multi-Level Analysis

2020 ◽  
Vol 17 (22) ◽  
pp. 8573
Author(s):  
Javier Coterón ◽  
Evelia Franco ◽  
Carmen Ocete ◽  
Javier Pérez-Tejero
Keyword(s):  
Physical Education ◽  
Autonomy Support ◽  
Multilevel Modelling ◽  
Psychological Needs ◽  
Basic Psychological Needs ◽  
Needs Satisfaction ◽  
Behavioural Engagement ◽  
Adaptive Consequences ◽  
The Impact ◽  
Perceived Autonomy Support

Students’ engagement in Physical Education has been linked to several adaptive consequences. Even though the existing literature suggests that perceived autonomy support can predict engagement, research is scarce on how teachers’ antecedents might influence this behavioural outcome. This study sought to compare the influence of teachers’ basic psychological needs’ satisfaction and basic psychological needs’ thwarting on students’ behavioural engagement and on the relationship between perceived autonomy-support and the students’ behavioural engagement. The sample included 29 Physical Education teachers and 644 students who were taught by the participants teachers. Data were collected using both paper and online surveys and they were analysed using multilevel modelling techniques. The results revealed that, while teachers’ autonomy satisfaction might be significant in the explanation of students’ engagement (β = 0.33, p < 0.01), it seems that needs thwarting could be a better predictor of this outcome (β autonomy thwarting = −0.17, p < 0.01; β competence thwarting = −0.06, p < 0.05). These findings suggest the impact of certain external pressures on teachers’ practices which, in turn, might affect students’ behavioural outcomes.

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