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

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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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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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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A Test of Basic Psychological Needs Theory in a Physical-Activity-Based Program for Underserved Youth

Journal of Sport and Exercise Psychology ◽

10.1123/jsep.2016-0038 ◽

2017 ◽

Vol 39 (1) ◽

pp. 29-42 ◽

Cited By ~ 10

Author(s):

Lindley McDavid ◽

Meghan H. McDonough ◽

Bonnie T. Blankenship ◽

James M. LeBreton

Keyword(s):

Physical Activity ◽

Autonomy Support ◽

Well Being ◽

Psychological Needs ◽

Need Satisfaction ◽

Basic Psychological Needs ◽

Psychological Need ◽

Self Worth ◽

Youth Perceptions ◽

Needs Theory

This study used a randomized controlled design to test the pathways in basic psychological needs theory, where social relationships characterized by autonomy support, involvement, and structure foster psychological need satisfaction and well-being. Participants were recruited from a physical-activity-based youth program. A new staff training was implemented to manipulate the use of each interpersonal characteristic by program staff (N = 24 observed) and perceptions of each interpersonal characteristic, psychological needs, hope, and self-worth in youth (N = 379 surveyed pre- and postprogram). Staff in the intervention condition used greater overall observed autonomy support, involvement, and structure. Condition assignment did not lead to differences in youth perceptions, but observed staff behaviors positively predicted youth perceptions of staff and perceptions of staff positively predicted change in well-being. Findings indicate that the training manipulated how staff engaged youth, and autonomy support, involvement, and structure are useful strategies to foster well-being in youth.

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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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Need Satisfaction and Need Thwarting in Physical Education and Intention to be Physically Active

Sustainability ◽

10.3390/su12187312 ◽

2020 ◽

Vol 12 (18) ◽

pp. 7312

Author(s):

Ricardo Cuevas-Campos ◽

Juan Gregorio Fernández-Bustos ◽

David González-Cutre ◽

Andrea Hernández-Martínez

Keyword(s):

Physical Education ◽

Psychological Needs ◽

Need Satisfaction ◽

Basic Psychological Needs ◽

Mediation Effect ◽

Negative Consequences ◽

Physically Active ◽

Psychological Need ◽

Need Thwarting ◽

Promotion Of Physical Activity

The aim of this study is to evaluate a theoretical model for analyzing the influence of need satisfaction, need thwarting, motivation, enjoyment, boredom, and exhaustion in physical education on the intention to be physically active. In addition, we examined the mediation effect of motivation between basic psychological needs and the intention to be physically active. The study was based on self-determination theory. To achieve this, 480 students between 12 and 18 years old filled out a questionnaire to measure the satisfaction and thwarting of basic psychological needs, motivation, enjoyment, boredom, exhaustion, and intention to be physically active. The results of path analysis showed the relevance of the satisfaction of the need for competence in physical education in order to increase self-determined motivation, enjoyment, and intention to be physically active. Additionally, intention was positively predicted by enjoyment and negatively predicted by exhaustion. Need thwarting directly predicted negative consequences, such as boredom and exhaustion. Motivation mediated the relationship between basic needs and intention to be physically active. These data highlight the importance of considering basic psychological need thwarting in studies on the promotion of physical activity.

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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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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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Influence of Physical Education Teachers on Motivation, Embarrassment and the Intention of Being Physically Active During Adolescence

International Journal of Environmental Research and Public Health ◽

10.3390/ijerph16132295 ◽

2019 ◽

Vol 16 (13) ◽

pp. 2295 ◽

Cited By ~ 20

Author(s):

Rubén Trigueros ◽

José M. Aguilar-Parra ◽

Adolfo J. Cangas ◽

Remedios López-Liria ◽

Joaquín F. Álvarez

Keyword(s):

Physical Education ◽

Perceived Control ◽

Autonomy Support ◽

Psychological Needs ◽

Basic Psychological Needs ◽

Physical Education Teachers ◽

Positive Relation ◽

School Students ◽

Physically Active ◽

Negative Relation

According to a WHO report (2018), more than 80% of adolescents do not do enough physical activity. Physical Education (PE) classes should be aimed at solving this problem. The present study aims to analyze the influence teachers have on motivation, embarrassment and intention to be physically active among their students. A total of 604 secondary school students participated in the study. Various statistical analyses were carried out to explain the causal relationships between the variables. The results revealed a positive relation between the autonomy support and the satisfaction of basic psychological needs (BPN), and a negative relation with the frustration of BPN. In contrast, perceived control revealed a positive relation with frustration of BPN, and a negative relation with the satisfaction of BPN. Satisfaction of BPN was negatively related to embarrassment and positively related to self-determined motivation. On the other hand, frustration of BPN was positively related to embarrassment and negatively with self-determined motivation. Embarrassment was negatively related to self-determined motivation, and the latter was positively related to intention to be physically active. Indeed, the study demonstrates the influence and the importance of PE teachers and of the motivational and emotional processes of adolescents during PE classes and the role they play in acquiring the habits of an active lifestyle.

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Longitudinal perspective of autonomy support on habitual physical activity of adolescents

International Journal of Sports Science & Coaching ◽

10.1177/17479541211050146 ◽

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.

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How TGfU Influence on Students’ Motivational Outcomes in Physical Education? A Study in Elementary School Context

International Journal of Environmental Research and Public Health ◽

10.3390/ijerph18105407 ◽

2021 ◽

Vol 18 (10) ◽

pp. 5407

Author(s):

Vicente Gaspar ◽

Alexander Gil-Arias ◽

Fernando Del Villar ◽

Alba Práxedes ◽

Alberto Moreno

Keyword(s):

Physical Education ◽

Healthy Lifestyle ◽

School Context ◽

Psychological Needs ◽

Basic Psychological Needs ◽

Control Group ◽

Physically Active ◽

Quasi Experimental ◽

Experimental Group ◽

Small Side

The purpose of this study was to implement a comprehensive teaching program based on the principles of Teaching Games for Understanding (TGfU) model and questioning, and to assess its consequences for students’ satisfaction of basic psychological needs, motivation, perceptions of ability and intention to be physically active during Physical Education lessons in primary education. A quasi-experimental design was utilized. Participants were 111 students from two different groups of fifth and sixth graders, all enrolled in one primary school. Participants were divided into experimental and control group. Experimental group experienced a TGfU unit, according to small side games and the questioning. Control group experienced a small side games unit, without questioning. Within-group results showed that experimental group students reported significantly higher mean scores in all dependents variables of the study, in both genders. Results showed that control group only reported significantly higher mean scores in intention to be physically active variable, also in both genders. The results demonstrate the need to implement didactic units under comprehensive pedagogical approaches to improve motivation and the intention to develop healthy lifestyle habits in female and male students. More researches are needed to support this evidence.

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