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

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.

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Validation of the Satisfaction Scale of Basic Psychological Needs in Physical Education with the Incorporation of the Novelty in the Spanish Context

Sustainability ◽

10.3390/su11226250 ◽

2019 ◽

Vol 11 (22) ◽

pp. 6250 ◽

Cited By ~ 6

Author(s):

Rubén Trigueros ◽

Luis A. Mínguez ◽

Jerónimo J. González-Bernal ◽

José M. Aguilar-Parra ◽

David Padilla ◽

...

Keyword(s):

Standard Deviation ◽

Physical Education ◽

Psychometric Properties ◽

Factor Structure ◽

Reliability And Validity ◽

Psychological Needs ◽

Higher Order ◽

Basic Psychological Needs ◽

Order Model ◽

Satisfaction Scale

The purpose of the study was to validate to the physical education context, the Spanish version of the Scale of the Satisfaction of Psychological Needs toward the Physical Education classes of Menéndez and Fernández-Rio, with the incorporation of the novelty, since they contemplated its inclusion. In this study, 1444 students participated (mean = 15.34, standard deviation = 1.12) from several schools in Almeria. To analyze the psychometric properties of the scale, several analyses were carried out. The results offered support for both the four-factor structure and the higher-order model called satisfaction. The analysis of invariance with respect to gender showed that the factor structure of the questionnaire was invariant. The Cronbach alpha values were higher than 0.70 in the subscales. The results of this study demonstrated the reliability and validity of the Scale of the Satisfaction of Psychological Needs, with the incorporation of novelty in the Spanish context of Physical Education.

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

International Journal of Environmental Research and Public Health ◽

10.3390/ijerph17051554 ◽

2020 ◽

Vol 17 (5) ◽

pp. 1554 ◽

Cited By ~ 1

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.

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

International Journal of Environmental Research and Public Health ◽

10.3390/ijerph18030864 ◽

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

European Physical Education Review ◽

10.1177/1356336x18770665 ◽

2018 ◽

Vol 25 (3) ◽

pp. 761-777 ◽

Cited By ~ 12

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.

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Detrimental Effect of Perceived Controlling Behavior from Physical Education Teachers on Students’ Leisure-Time Physical Activity Intentions and Behavior: An Application of the Trans-Contextual Model

International Journal of Environmental Research and Public Health ◽

10.3390/ijerph17165939 ◽

2020 ◽

Vol 17 (16) ◽

pp. 5939 ◽

Cited By ~ 2

Author(s):

Andre Koka ◽

Henri Tilga ◽

Hanna Kalajas-Tilga ◽

Vello Hein ◽

Lennart Raudsepp

Keyword(s):

Physical Activity ◽

Physical Education ◽

Indirect Effect ◽

School Context ◽

Autonomous Motivation ◽

Psychological Needs ◽

Basic Psychological Needs ◽

Physical Education Teachers ◽

Contextual Model ◽

Controlling Behavior

In the present study, a trans-contextual model was applied to examine the relations between students’ perceptions of controlling behavior from teachers, frustration over their basic psychological needs, autonomous motivation toward physical activity in a physical education context, autonomous motivation toward physical activity in an out-of-school context, beliefs and intentions toward future physical activity, and actual participation in physical activity outside of school. We adopted a three-wave prospective study design in which 234 students aged 11–19 years first completed measures of perceived controlling behavior from teachers, frustration over their basic psychological needs, and autonomous motivation toward physical activity in physical education. One week later, their autonomous motivation, beliefs, and intentions toward physical activity outside of school were measured. Students’ self-reported engagement in physical activity outside of school was assessed another five weeks later. Results of the path analysis revealed a significant and negative indirect effect of perceived controlling behavior from physical education teachers on students’ intention toward physical activity outside of school via the proposed motivational sequence of the trans-contextual model. There was also a significant and negative indirect effect of perceived controlling behavior from physical education teachers on students’ self-reported engagement in physical activity outside of school, mediated by the frustration over their need for competence in physical education. Findings emphasize the importance of decreasing controlling behaviors from teachers in a physical education context so as not to inhibit students’ physical activity behavior in an out-of-school context.

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

Nutrients ◽

10.3390/nu11112594 ◽

2019 ◽

Vol 11 (11) ◽

pp. 2594 ◽

Cited By ~ 12

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.

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

Sports ◽

10.3390/sports9070090 ◽

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.

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

PeerJ ◽

10.7717/peerj.9210 ◽

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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Basic Psychological Needs as a Motivational Competence: Examining Validity and Measurement Invariance of Spanish BPNSF Scale

Sustainability ◽

10.3390/su12135422 ◽

2020 ◽

Vol 12 (13) ◽

pp. 5422

Author(s):

Giuseppina Maria Cardella ◽

Brizeida Raquel Hernández-Sánchez ◽

José Carlos Sánchez-García

Keyword(s):

Factor Structure ◽

Reliability And Validity ◽

Self Determination Theory ◽

Psychological Needs ◽

Need Satisfaction ◽

Basic Psychological Needs ◽

Psychological Need ◽

Confirmatory Factor ◽

Measurement Tools ◽

Basic Psychological Need Satisfaction

Motivation is an essential component in higher education. In this area, researchers have described three psychological needs that drive human behavior: Autonomy, competence, and relatedness. These three needs are central dimensions of Self-Determination Theory. Various measurement tools have been used to evaluate these dimensions. Despite the universality of these, the literature lacks validation of them in the Spanish university context. The present study aims to analyze the psychometric properties of the Basic Psychological Need Satisfaction and Frustration Scale (BPNSFS) in this context. This scale was administered to a sample of 1075 Spanish university students. Confirmatory factor analysis yielded that the six-factor structure fitted the data. Results supported the reliability and validity of all the subscales. The obtained factor structure provided evidence in support of the comparability of the model between male and female students and different types of studies.

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Validación y adaptación de la escala de control psicológico del profesor hacia las clases de educación física y su efecto sobre las frustraciones de las necesidades psicológicas básicas (Validation and adaptation to the Physical Education context of the

Retos ◽

10.47197/retos.v37i37.71550 ◽

2019 ◽

pp. 167-173

Author(s):

Rubén Trigueros ◽

José Manuel Aguilar-Parra ◽

Josefa González-Santos ◽

Adolfo Javier Cangas

Keyword(s):

Physical Education ◽

Psychometric Properties ◽

Reliability Analysis ◽

Psychological Control ◽

Psychological Needs ◽

Structural Equations ◽

Basic Psychological Needs ◽

Self Determination ◽

Validity And Reliability ◽

The Relationship

El papel que adopte el profesor durante las clases de EF es fundamental para conseguir que el alumnado se implique activamente. El objetivo del estudio consistió en validar y adaptar la Escala Docente de Control Psicológico (PCT) al contexto español de EF, con el fin de tener una escala para medir el control psicológico del profesor sobre el alumnado y analizar la relación existente respecto a las cuatro frustraciones de las necesidades psicológicas. Para responder al objetivo del estudio se han empleado dos muestras independientes pertenecientes a varios centros educativos de secundaria. Para analizar las propiedades psicométricas del PCT se ha realizado un análisis factorial confirmatorio, una análisis de invarianza respecto al género y una análisis de fiabilidad. Para analizar la relación entre el control del docente y la frustración de las cuatro necesidades psicológicas se realizó un modelo de ecuaciones estructurales. Los resultados han apoyado la validez y fiabilidad de la estructura del cuestionario, mostrándose invariante respecto al género. El control psicológico ejercido por el docente actuó como predictor de los factores que integran la frustración de las necesidades psicológicas básicas, estando en línea con los postulados de la teoría de la autodeterminación. Abstract. The role that teachers adopt during PE classes is fundamental to ensure that students are actively involved. The aim of the study was to validate and adapt the Psychological Control Teaching Scale (PCT) to the Spanish context of PE, in order to have a scale to measure teachers’ psychological control over students and to analyze its relationship with the four frustrations of psychological needs. To answer the objective of the study, two independent samples belonging to several secondary schools were selected. To analyze the psychometric properties of the PCT, confirmatory factorial analysis, as well as invariance analysis by gender and reliability analysis were carried out. To analyze the relationship between teachers’ control and frustration of the four psychological needs, a model of structural equations was built. The results supported the validity and reliability of the structure of the questionnaire, the model being invariant by gender. Teachers’ psychological control acted as a predictor of the factors that trigger frustration of basic psychological needs, our outcomes being in line with the postulates of the theory of self-determination.

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