Longitudinal perspective of autonomy support on habitual physical activity of adolescents

2021 ◽  
pp. 174795412110501
Author(s):  
Juan Antonio Moreno-Murcia ◽  
Jaime Ramis-Claver ◽  
Lorena Ruiz-González ◽  
Filipe Rodrigues ◽  
Elisa Huéscar Hernández
Keyword(s):  
Physical Activity ◽  
Physical Education ◽  
Autonomy Support ◽  
Longitudinal Design ◽  
Psychological Needs ◽  
Basic Psychological Needs ◽  
Habitual Physical Activity ◽  
High Rate ◽  
Academic Context ◽  
Support Autonomy

The evidence collected in the area of physical education indicates the need to continue to delve into the relationships and models that satisfy the basic psychological needs of the students and their consequences, in order to promote a high rate of physical activity. The aim of this study was to test the relationship between autonomy support, basic psychological needs and self-determined motivation with respect to enjoyment, intention towards practice and habitual physical activity. A sample of 717 students, aged between 13 and 19 years old was used. A longitudinal design was carried out with two measurement time points. The results indicated positive relationships for all model variables between the two measurement times. The results obtained are discussed with respect to the use of an interpersonal style to support autonomy in the academic context of physical education classes for the promotion of greater commitment and adherence to physical activity.

scholarly journals Influence of Teaching Style on Physical Education Adolescents’ Motivation and Health-Related Lifestyle

Nutrients ◽  
2019 ◽  
Vol 11 (11) ◽  
pp. 2594 ◽  
Author(s):  
Rubén Trigueros ◽  
Luis A. Mínguez ◽  
Jerónimo J. González-Bernal ◽  
Maha Jahouh ◽  
Raul Soto-Camara ◽  
...  
Keyword(s):  
Physical Activity ◽  
Physical Education ◽  
Autonomy Support ◽  
Eating Habits ◽  
Teaching Style ◽  
Psychological Needs ◽  
Structural Equations ◽  
Basic Psychological Needs ◽  
Activity Class ◽  
Structural Dimensions

According to various WHO reports in 2018, a large number of adolescents worldwide are either overweight or obese. This situation is the result of not following a healthy and balanced diet, combined with a lack of practice of physical activity. In this sense, Physical Education classes could help to solve the problem. The present study seeks to analyze the relationship between the role of the teacher in relation to the structural dimensions of the PE teaching environment and the basic psychological needs and self-motivation of adolescents as determinants of their behaviors related to eating habits and the practice of physical activity. A total of 1127 secondary school adolescents between the ages of 13 and 18 participated in this study. Questionnaires were used: Perceived Autonomy Support Scale, Psychologically Controlling Teaching Scale, Basic Psychological Needs in Physical Education, Frustration of Psychological Needs in PE context, Physical Activity Class Satisfaction Questionnaire, Perceived Locus of Causality Revised, and WHO’s Global school-based student health survey. A structural equations model was elaborated to explain the causal relationships between the variables. The results showed that autonomy support positively predicted the three structural dimensions of PE classes, while, in contrast, they were negatively predicted by psychological control. The three structural dimensions positively predicted the satisfaction of psychological needs and negatively predicted the thwarting of psychological needs. Self-determined motivation was positively predicted by the satisfaction of psychological needs and negatively predicted by the thwarting of psychological needs. Finally, self-determined motivation positively predicted healthy eating habits and the practice of physical activity and negatively predicted unhealthy eating habits. Certainly, the results obtained in this study support the postulates of the self-determination theory, demonstrating the predictability of PE class context towards the adoption of healthy lifestyle habits, such as a proper diet and the regular practice of physical activity.

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 The Influence of the Coach’s Autonomy Support and Controlling Behaviours on Motivation and Sport Commitment of Youth Soccer Players

2021 ◽  
Vol 18 (16) ◽  
pp. 8699
Author(s):  
Javier Sevil-Serrano ◽  
Ángel Abós ◽  
Sergio Diloy-Peña ◽  
Pedro L. Egea ◽  
Luis García-González
Keyword(s):  
Autonomy Support ◽  
Self Determination Theory ◽  
Psychological Needs ◽  
Cross Sectional Study ◽  
Basic Psychological Needs ◽  
Soccer Players ◽  
Cross Sectional ◽  
Sport Commitment ◽  
Youth Soccer ◽  
Support Autonomy

The coach is one of the most influential agents in the sport commitment of youth players. Grounded in self-determination theory (SDT), numerous studies have examined the influence of the coach’s autonomy-supportive behaviours on athletes’ motivation. However, fewer studies have examined the influence of the coach’s controlling behaviours. The aim of this cross-sectional study was to analyse the influence of young soccer players’ perception of their coach’s autonomy-supportive and controlling behaviours on the satisfaction and frustration of their basic psychological needs (BPN) and sport commitment. A total of 203 soccer players (86% boys), aged 10–19 years (M = 14.88; SD = 1.54) participated. Coach autonomy support positively predicted BPN satisfaction which, in turn, positively explained sport commitment. Coach intimidation behaviours positively predicted BPN frustration, which, in turn, negatively explained sport commitment. In cross-relationships, autonomy support negatively explained BPN frustration, while intimidation behaviours and the controlling use of rewards negatively predicted BPN satisfaction. To conclude, these results suggest that it is important for the coach not only to support autonomy, but also to avoid the use of controlling behaviours, especially intimidation and controlling use of rewards, because of their influence on the motivational processes and sport commitment of youth soccer players.

Observing Physical Education Teachers’ Need-Supportive Interactions in Classroom Settings

2013 ◽  
Vol 35 (1) ◽  
pp. 3-17 ◽  
Author(s):  
Leen Haerens ◽  
Nathalie Aelterman ◽  
Lynn Van den Berghe ◽  
Jotie De Meyer ◽  
Bart Soenens ◽  
...  
Keyword(s):  
Physical Education ◽  
Autonomy Support ◽  
Real Life ◽  
Psychological Needs ◽  
Self Report ◽  
Physical Education Teachers ◽  
Teaching Behaviors ◽  
Need Support ◽  
Reasonable Evidence ◽  
Support Autonomy

According to self-determination theory, teachers can motivate students by supporting their psychological needs for relatedness, competence, and autonomy. The present study complements extant research (most of which relied on self-report measures) by relying on observations of need-supportive teaching in the domain of physical education (PE), which allows for the identification of concrete, real-life examples of how teacher need support manifests in the classroom. Seventy-four different PE lessons were coded for 5-min intervals to assess the occurrence of 21 need-supportive teaching behaviors. Factor analyses provided evidence for four interpretable factors, namely, relatedness support, autonomy support, and two components of structure (structure before and during the activity). Reasonable evidence was obtained for convergence between observed and student perceived need support. Yet, the low interrater reliability for two of the four scales indicates that these scales need further improvement.

scholarly journals Psychological Effects of Motivational Aquatic Resistance Interval Training and Nutritional Education in Older Women

Healthcare ◽  
2021 ◽  
Vol 9 (12) ◽  
pp. 1665
Author(s):  
Alejandro Martínez-Rodríguez ◽  
Bernardo José Cuestas-Calero ◽  
José Manuel García-De Frutos ◽  
Pablo Jorge Marcos-Pardo
Keyword(s):  
Physical Activity ◽  
Intrinsic Motivation ◽  
Autonomy Support ◽  
Interval Training ◽  
Well Being ◽  
Psychological Needs ◽  
Basic Psychological Needs ◽  
Control Group ◽  
Positive Effects ◽  
And Control

Several studies have demonstrated the positive effects of physical exercise programs on physical and mental health throughout life. It is necessary to know the factors that contribute to the well-being of older adults in order to achieve healthy aging. The aim of this study was to evaluate the relationship between well-being perception and the use of autonomy supportive coaching behaviours across a motivational aquatic resistance interval training program. Thirty-four women over 65 years of age from the province of Alicante, Spain, participated, and were randomly assigned to: motivational aquatic resistance interval training group (MART; age: 69.6 ± 5.01 years, height: 1.62 ± 7.88 m, weight: 75.3 ± 12.8 kg) and control group (CG; age: 67.7 ± 3.60 years, height: 1.54 ± 5.47 m, weight: 66.9 ± 10.2 kg). The MART program was conducted for 14 weeks, with three training sessions/week. The CG did not perform any physical activity during the study. Perception of autonomy support was assessed through the Autonomy-Supportive Coaching Questionnaire (ASCQ), Psychological needs by the Basic Psychological Needs in Exercise Scale (BPNES), Intrinsic motivation to exercise was assessed through Intrinsic Motivation Inventory (IMI) and Perception of Physical Activity by the International physical activity questionnaire (IPAQ). In MART, compared to CG, significant differences were observed in BPNS, IMI and IPAQ questionnaires used, except in the ASCQ. The differences were significant in all three cases in BPNS (p < 0.05 in autonomy and competence and p = 0.001 in relationship with others), obtaining better scores after intervention than previously. As for the IMI scale, significant differences were also obtained in both subscales. The level of physical activity also improved significantly, with higher scores on the IPAQ after the intervention than before (p < 0.001). In conclusion, when practitioners perceive greater well-being, satisfaction of their basic psychological needs, greater self-selection, volition, and autonomy instead of pressure, demand and control, the result is better behaviour with greater psychological well-being, adherence and consequent health benefits.

scholarly journals Physical Education Classes as a Precursor to the Mediterranean Diet and the Practice of Physical Activity

Nutrients ◽  
2020 ◽  
Vol 12 (1) ◽  
pp. 239 ◽  
Author(s):  
Rubén Trigueros ◽  
Luis A. Mínguez ◽  
Jerónimo J. González-Bernal ◽  
José M. Aguilar-Parra ◽  
Raúl Soto-Cámara ◽  
...  
Keyword(s):  
Physical Activity ◽  
Physical Education ◽  
Young People ◽  
Mediterranean Diet ◽  
Autonomy Support ◽  
Autonomous Motivation ◽  
Psychological Needs ◽  
Structural Equations ◽  
World Health ◽  
The Mediterranean

Physical activity and a healthy, balanced diet are remaining unresolved issues among young people. According to the World Health Organization, young people do not get enough exercise during the week, and physical education classes are the best way to promote healthy habits. This study aims to analyze how the role of the teacher influences the frustration of psychological needs, coping strategies, motivation, and the adoption of healthy eating habits through the Mediterranean diet and the regular practice of physical activity. The study involved 1031 boys and 910 girls between the ages of 13 and 18. To explain the relationships between the different variables included in this study, a model of structural equations has been developed. The results showed that autonomy support negatively predicted the frustration of four psychological needs. The failure to meet four psychological needs negatively predicted resilience. Likewise, resilience positively predicted autonomous motivation, and this positively predicted the Mediterranean diet and the practice of physical activity. Thus, the results obtained in the present study are in line with those of various studies wherein physical education classes were seen to help consolidate healthy living habits.

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 Validation of the Scale of Basic Psychological Needs towards Physical Exercise, with the Inclusion of Novelty

2020 ◽  
Vol 17 (2) ◽  
pp. 619 ◽  
Author(s):  
Ruben Trigueros ◽  
Joaquín F. Álvarez ◽  
Adolfo J. Cangas ◽  
José M. Aguilar-Parra ◽  
Cristina Méndez-Aguado ◽  
...  
Keyword(s):  
Physical Activity ◽  
Physical Education ◽  
Physical Exercise ◽  
Psychometric Properties ◽  
Factor Structure ◽  
Temporal Stability ◽  
Reliability And Validity ◽  
Psychological Needs ◽  
Basic Psychological Needs ◽  
Gender And Age

The purpose of this study was to validate and adapt to the Spanish context of Physical Education, the Spanish version of the Scale of Basic Psychological Needs in the context of physical exercise, with the incorporation of novelty to the scale. The sample that took part in the study was 2372 people from 16 to 48 years old from the province of Almeria. In order to analyze the psychometric properties of the scale, several analyses have been carried out. The results have offered support both for the eight-factor structure and for the higher-order double model where the eight subscales are joined into two constructs called frustration and satisfaction. The structure of both models was invariant with respect to gender and age. Cronbach’s alpha values were above 0.70 in the subscales and scales; and adequate levels of temporal stability. In addition, the subfactors pertaining to the satisfaction of basic psychological needs positively predicted the intrinsic motivation for physical activity, while each of the subfactors of the frustration of psychological needs predicted it negatively. The results of this study provide evidence of the reliability and validity of the BPNS in the Spanish context of physical activity.

scholarly journals Psychological Wellbeing in Physical Education and School Sports: A Systematic Review

2021 ◽  
Vol 18 (3) ◽  
pp. 864
Author(s):  
Javier Piñeiro-Cossio ◽  
Antonio Fernández-Martínez ◽  
Alberto Nuviala ◽  
Raquel Pérez-Ordás
Keyword(s):  
Physical Activity ◽  
Physical Education ◽  
Psychological Needs ◽  
Basic Psychological Needs ◽  
Psychological Wellbeing ◽  
Inclusion Criteria ◽  
School Students ◽  
School Sports ◽  
Wide Range ◽  
Definition Of

Mental health in children and adolescents has become an increasingly important topic in recent years. It is against this backdrop that physical education and school sports play an important role in promoting psychological wellbeing. The aim of this review was to analyse interventions for improving psychological wellbeing in this area. To this end, a literature review was conducted using four databases (WOS, SPORTDiscus, SCOPUS and ERIC) and the following keywords: psychological wellbeing, physical education, and school sports. Twenty-one articles met the inclusion criteria. The results showed that interventions varied greatly in terms of duration and used a wide range of strategies (conventional and non-conventional sports, physical activity, games, etc.) for promoting psychological wellbeing, primarily among secondary school students. There was a lack of consensus as to the conceptualisation of the construct of psychological wellbeing, resulting in a variety of tools and methods for assessing it. Some studies also suggested a link between psychological wellbeing and other variables, such as basic psychological needs and self-determination. Finally, this study provides a definition of psychological wellbeing through physical activity based on our findings.

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