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

(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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Exploring Proximal LGBTQ+ Minority Stressors Within Physical Activity Contexts from a Self-determination Theory Perspective

Annals of Behavioral Medicine ◽

10.1093/abm/kaab052 ◽

2021 ◽

Author(s):

Shannon S C Herrick ◽

Meredith A Rocchi ◽

Shane N Sweet ◽

Lindsay R Duncan

Keyword(s):

Physical Activity ◽

Effect Size ◽

Vigorous Physical Activity ◽

Autonomous Motivation ◽

Self Determination Theory ◽

Psychological Needs ◽

Need Satisfaction ◽

Basic Psychological Needs ◽

Self Determination ◽

Small Effect Size

Abstract Background LGBTQ+ (lesbian, gay, bisexual, transgender, queer, etc.) individuals experience challenges such as discrimination and marginalization (referred to as minority stressors) that are detrimental to their mental and physical health. Specifically, proximal or internalized LGBTQ+ minority stressors may influence motivation for and willingness to participate in physical activity. Purpose To explore whether proximal LGBTQ+ minority stressors relate to the basic psychological needs—motivation—physical activity pathway, as per self-determination theory. Methods An online cross-sectional survey was completed by 778 self-identified LGBTQ+ adults. Structural equation modelling analyses were used to examine how proximal LGBTQ+ minority stressors relate to the motivational sequence. Results Findings support that proximal LGBTQ+ minority stressors are negatively associated with psychological need satisfaction within physical activity (β = −.36), which in turn is positively associated with autonomous motivation (β = .53) and reported physical activity participation (β = .32). Overall, the final model accounted for 13% of variance in need satisfaction (small effect size), 53% of variance in autonomous motivation (moderate-large effect size), and 10% of variance in moderate-to-vigorous physical activity levels (small effect size). Conclusions Future research focused on increasing LGBTQ+ participation in physical activity should investigate the effects of (a) reducing proximal LGBTQ+ minority stressors and (b) better supporting LGBTQ+ adults’ autonomy, competence, and relatedness within physical activity contexts.

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

10.21203/rs.2.16475/v3 ◽

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.

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

BMC Public Health ◽

10.1186/s12889-020-09750-x ◽

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.

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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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Work physical activity culture and need support impacts on physical activity outcomes

Health Education Journal ◽

10.1177/00178969211038996 ◽

2021 ◽

pp. 001789692110389

Author(s):

Erica M Thomas ◽

Jeffrey Martin ◽

Nathan McCaughtry ◽

Noel Kulik ◽

Mariane Fahlman

Keyword(s):

Physical Activity ◽

Social Support ◽

Structural Equation ◽

Leisure Time ◽

Psychological Needs ◽

Need Satisfaction ◽

Basic Psychological Needs ◽

Full Time ◽

Cross Sectional Survey ◽

Cross Sectional

Objective: To test Self-Determination Theory (SDT) and examine whether employee perceptions of the workplace physical activity (PA) culture have statistically significant effects on PA behaviour and attitudes, as mediated by the three basic psychological needs. Design: Cross-sectional survey. Setting: Furniture manufacturer in the Midwest, USA. Method: Full-time employees with access to PA resources and facilities at work were surveyed ( N = 546; age range = 18–65) on the following measures: demographics, independent variables (PA need supportiveness of work environment, PA norms, social support for PA, employer value of PA and importance of PA), dependent variables (PA at work, PA leisure and PA attitudes) and mediators (psychological need satisfaction in PA for autonomy, competence and relatedness). Standard univariate statistics described the study population. Structural equation modelling (SEM) assessed the associations between independent, dependent and mediator variables. Results: Results from this study indicate PA and attitude towards PA are influenced by perceptions of the environment and various aspects of workplace culture. Statistically significant paths were found within the SEM model between attitude and social support, injunctive norms and PA value; PA done at work and autonomy need satisfaction, competence need satisfaction and descriptive norms; and PA done in leisure time and PA value. Conclusion: In the sample surveyed, work PA culture influences PA behaviour and attitudes. Different aspects of work PA culture influence PA performed at work compared to PA in leisure time.

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

Journal of Teaching in Physical Education ◽

10.1123/jtpe.2020-0252 ◽

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.

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The Relationship between Teachers and Peers’ Motivational Climates, Needs Satisfaction, and Physical Education Grades: An AGT and SDT Approach

International Journal of Environmental Research and Public Health ◽

10.3390/ijerph17176145 ◽

2020 ◽

Vol 17 (17) ◽

pp. 6145 ◽

Cited By ~ 1

Author(s):

Filipe Rodrigues ◽

Diogo Monteiro ◽

Diogo S. Teixeira ◽

Luís Cid

Keyword(s):

Physical Education ◽

Significant Relationship ◽

Psychological Needs ◽

Basic Psychological Needs ◽

Cross Sectional ◽

Needs Satisfaction ◽

Motivational Climates ◽

And Performance ◽

Indirect Relationship ◽

Basic Psychological Needs Satisfaction

Grounded in achievement goal theory and self-determination theory, this study aimed to examine the associations of students’ perception of learning- and performance-oriented climates created by teachers and peers on basic psychological needs satisfaction, and consequently their relationships with physical education grades. This study had a cross-sectional design, and 589 students aged between 10 and 18 years (M = 12.93; SD = 1.49) were recruited for analysis. Participants completed a multisection survey assessing motivational climates and basic psychological needs, and physical education grades were provided by the physical education teacher. Students’ perception of learning-oriented climates created by teachers and peers was positively and significantly associated with basic psychological needs satisfaction. Additionally, these learning-oriented climates presented a significant indirect association with physical education grades. On the other hand, the performance-oriented climate created by teachers had a negative and significant relationship with basic psychological needs satisfaction and displayed a negative indirect relationship with physical education grades. The performance-oriented climate created by peers had a positive and significant relationship with basic psychological needs satisfaction and displayed a positive indirect relationship with physical education grades. The perception of performance-oriented climates created by peers could represent a boost within the students in physical education features. Teachers have the responsibility of promoting task and learning environments in which students experience positive outcomes, not only on a motivational level but also on a cognitive level.

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The benefits of need satisfaction depend on their relative importance for people with a unidimensional identity: an idiographic analysis

Motivation and Emotion ◽

10.1007/s11031-021-09908-z ◽

2021 ◽

Author(s):

Freya Glendinning ◽

Tim Woodman ◽

Lew Hardy ◽

Chin Wei Ong

Keyword(s):

Specific Activity ◽

Well Being ◽

Self Determination Theory ◽

Self Esteem ◽

Psychological Needs ◽

Need Satisfaction ◽

Basic Psychological Needs ◽

Chinese Adults ◽

Cross Sectional ◽

Relative Value

AbstractSelf-determination theory proposes that the satisfaction of basic psychological needs is equally beneficial for everyone – the Universal Hypothesis. Equally, there are intra-individual differences in how the satisfaction of differentially important needs might be differentially beneficial, which we term the Intra-individual Hypothesis. We aimed to reconcile these positions. Across four cross-sectional studies (ns = 300 rock climbers, 323 sportspeople, 394 UK and Chinese adults, 320 UK adults), we investigated the needs of individuals with varying dimensions to their identity, and their motivation and self-esteem. In Studies 1, 2, and 4, when individuals strongly related their sense of identity to investment in a specific activity, the association between need satisfaction and self-esteem (and motivation in Studies 1–2) depended on their intra-individual need importance, supporting the Intra-individual Hypothesis. In Studies 3 and 4, for individuals with a multidimensional identity, the association between need satisfaction and self-esteem did not depend on the importance of each need, supporting the Universal Hypothesis. The satisfaction of basic psychological needs is not always uniform in its link with motivation and well-being. The degree to which individuals have a unidimensional or multidimensional self-concept appears fruitful in predicting the relative value of the Universal Hypothesis and the Intra-individual Hypothesis.

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Being active during lockdown: the recovery potential of physical activity for well-being

10.31236/osf.io/6pgqx ◽

2020 ◽

Author(s):

Clément Ginoux ◽

Sandrine Isoard-Gautheur ◽

Claudia Teran-Escobar ◽

Cyril Forestier ◽

Aïna Chalabaev ◽

...

Keyword(s):

Physical Activity ◽

Latent Variable ◽

Online Survey ◽

Well Being ◽

Psychological Needs ◽

Need Satisfaction ◽

Basic Psychological Needs ◽

Subjective Vitality ◽

Study Results ◽

Recovery Experiences

Objective. To examine the indirect relationships between physical activity, and well-being (i.e., need satisfaction, subjective vitality, and stress) of individuals, through recovery experiences (i.e., detachment from lockdown, relaxation, mastery and control over leisure time) during the spring 2020 COVID-19 lockdown.Design. Cross-sectional.Methods. 405 participants answered an online survey including questions on physical activity, recovery experiences, subjective vitality, perceived stress and basic psychological needs satisfaction. Structural equation modelling tested a full-mediated model in which physical activity predicted recovery experience, which in turn predicted well-being.Results. Physical activity was positively related to a latent variable representing recovery experiences, which in turn was positively related to a latent variable representing well-being.Conclusions. Physical activity carried out regularly during the COVID-19 lockdown predicted positively well-being through recovery experiences. The study results highlight the importance of maintaining or increasing physical activity during periods when recovery experiences and well-being may be threatened.

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