Importancia del apoyo a las necesidades psicológicas básicas en la predisposición hacia diferentes contenidos en Educación Física (Importance of support of the basic psychological needs in predisposition to different contents in Physical Education)

Resumen. Siguiendo la teoría de la autodeterminación, el objetivo de este estudio fue analizar la asociación entre la percepción de apoyo a las necesidades psicológicas básicas (i.e., autonomía, competencia y relaciones sociales) y la predisposición hacia el contenido (i.e., actitud cognitiva y afectiva) que tiene el alumnado. El estudio fue desarrollado en tres unidades didácticas de Educación Física, donde participaron 77 alumnos en el contenido de fútbol sala, 75 en acrosport y 78 en rugby, pertenecientes a 4º de Educación Secundaria Obligatoria. Los resultados de los análisis de correlación y los análisis predictivos señalan una relación positiva entre la percepción del apoyo de las tres necesidades psicológicas y la predisposición hacia el contenido que tienen los alumnos, adquiriendo uno u otro mediador más importancia en función del contenido curricular impartido. En base a ello, se destaca la importancia de apoyar las tres necesidades psicológicas básicas mediante estrategias de intervención que deben ser diseñadas y adaptadas para cada contenido curricular. Todo ello puede redundar en una mayor predisposición del alumnado hacia cada uno de los contenidos curriculares que integran la Educación Física, suponiendo una mayor adherencia hacia la práctica de actividad física.Abstract. Grounded on the self- determination theory, the aim of the study was to analyze the association between perceived support of basic psychological needs (i.e., autonomy, competence and relatedness) and predisposition toward the content (i.e., cognitive and affective attitude). The study was developed in three Physical Education teaching units. The sample was comprised of 77 football, 75 acrosport and 78 rugby 4th- year compulsory Secondary Education students. The results of the correlation and predictive analysis indicate a positive relationship between perceived support of the three psychological needs and predisposition to the content. The importance of each psychological need was different depending on the teaching unit. The usefulness of supporting the three basic psychological needs through intervention strategies was highlighted. These strategies should be designed and adapted for any curricular content. This can result in a greater predisposition of students to each of the units that integrate Physical Education. It can also lead to greater adherence to participation in physical activity.

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Predicción de la motivación en los estadios de cambio de ejercicio más activos (Prediction of motivation in the more active stages of exercise change)

Retos ◽

10.47197/retos.v0i30.40619 ◽

2016 ◽

pp. 87-91 ◽

Cited By ~ 2

Author(s):

Maria Isabel Aspano Carron ◽

Susana Lobato Muñoz ◽

Marta Leyton Román ◽

Marco Batista ◽

Ruth Jiménez Castuera

Keyword(s):

Physical Education ◽

Physical Exercise ◽

Stages Of Change ◽

Transtheoretical Model ◽

Self Determination Theory ◽

Psychological Needs ◽

Basic Psychological Needs ◽

The Self ◽

Self Determination ◽

Psychological Need

El objetivo de este estudio fue conocer qué variables motivacionales pertenecientes a la Teoría de la Autodeterminación eran predictoras de las etapas de cambio de ejercicio más activas (Acción y Mantenimiento). El marco teórico empleado fue la Teoría de la Autodeterminación y el Modelo Transteórico. La muestra estuvo compuesta por 187 estudiantes de educación física con una edad media de 15.5 años (DT = 1.70). Se administraron los siguientes cuestionarios: la Escala del Locus Percibido De Causalidad en Educación Física (PLOC Scale), la Escala de medición de las necesidades psicológicas básicas (BPNES) y el cuestionario de etapas de cambio para el ejercicio físico (URICA-E2). Posteriormente, se realizó un análisis descriptivo y los análisis de regresión correspondientes. Los resultados mostraron que la etapa del cambio del ejercicio físico de acción fue predicha por la necesidad psicológica básica de autonomía y la etapa del cambio del ejercicio físico de mantenimiento fue predicha por la necesidad psicológica básica de competencia, ambas de forma positiva y significativa. Será relevante, fomentar la satisfacción de las necesidades psicológicas básicas de competencia y autonomía con objeto de aumentar la práctica regular de ejercicio físico.Abstract. The aim of this study was to determine what motivational variables belonging to the Self-Determination Theory were predictors of more active stages of exercise change (Action and Maintenance). We used the Self-Determination Theory and the Transtheoretical Model as theoretical framework. The sample consisted of 187 physical education students with an average age of 15.5 years (SD = 1.70). The following questionnaires were administered: the Scale of Perceived Locus of causality in Physical Education (PLOC Scale), the measurement range of the basic psychological needs (BPNES) and the questionnaire about the stages of change for physical exercise (URICA-E2). Subsequently, a descriptive analysis and regression analysis were performed. The results showed that the action state of exercise change was predicted by the basic psychological need of autonomy and the maintenance state of exercise change was predicted by the basic psychological need of competence, both positively and significantly. Promoting the satisfaction of basic psychological needs of competence and autonomy will be relevant in order to increase regular physical exercise practice.

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Listen and you will see the person through the dementia

Journal for Person-Oriented Research ◽

10.17505/jpor.2021.23797 ◽

2022 ◽

Vol 7 (2) ◽

pp. 88-97

Author(s):

Rita Estrada

Keyword(s):

Communication Skills ◽

Psychological Assessment ◽

Self Determination Theory ◽

Psychological Needs ◽

Basic Psychological Needs ◽

Self Determination ◽

Supportive Psychotherapy ◽

Psychological Need ◽

Person Centered Care ◽

Centered Care

Dementia is an ever-increasing health and social problem, with a growing number of people being affected worldwide. As dementia progresses, dependency on others increases, requiring the presence of caregivers. Caregivers tend to focus on the diagnosis itself – dementia – which makes it difficult to see the person in their uniqueness. The person is there, and can be seen by listening, which requires time and communication skills. The voices of older adults living with several types of dementia, collected while working as a psychologist in a nursing home, are presented in the first person to bring forward the person they are. These excerpts of interactions illustrate the basic psychological need of relatedness, which is built through interaction, stories, and touch, and the needs of competence and autonomy. The framework of this paper encompasses validation therapy, person-centered care, and self-determination theory. Two conclusions emerge: Seeing the person through the dementia enables an adequate psychological assessment and a helpful supportive psychotherapy, and it also makes us acknowledge and help satisfy the three basic psychological needs of relatedness, competence, and autonomy.

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Motivational Variables to Predict Autotelic Experience and Enjoyment of Students. Analysis in Function of Environment and Sports Practice

Sustainability ◽

10.3390/su12062352 ◽

2020 ◽

Vol 12 (6) ◽

pp. 2352 ◽

Cited By ~ 1

Author(s):

Marta Leyton-Román ◽

Marta Guíu-Carrera ◽

Asier Coto-Cañamero ◽

Ruth Jiménez-Castuera

Keyword(s):

Physical Activity ◽

Rural Areas ◽

Urban Areas ◽

Geographical Location ◽

Self Determination Theory ◽

Psychological Needs ◽

Basic Psychological Needs ◽

Self Determination ◽

Perceived Support ◽

Perception Of Support

The aim of this study was to find out how self-determined motivation, Basic Psychological Needs (BPN) and the perception of support influence autonomy-predicted autotelic experience and enjoyment, and to analyse the differences depending on the geographical location of the centre and whether they lead to the practice of physical activity, extracurricular or not, of 271 learners in physical education from 10 to 12 years (M = 10.94, SD = 0.73). The theoretical framework used was the Self-Determination Theory. The results showed that more self-determined motivation, the perception of support for autonomy and BPN positively predict both autotelic experience and enjoyment. Moreover, learners from urban areas have higher values in less self-determined forms of motivation and lower levels of perceived support for autonomy and BPN than learners from rural areas. Furthermore, students who carry out extracurricular physical activity had higher values in all variables compared to those who did not. It is essential to promote sport to students with more self-determined forms of motivation through the satisfaction of BPN, especially in students who do not do extracurricular physical activity and students in urban areas.

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The Advisor and Instructor as a Dynamic Duo: Academic Motivation and Basic Psychological Needs

NACADA Journal ◽

10.12930/nacada-13-006 ◽

2013 ◽

Vol 33 (2) ◽

pp. 44-54 ◽

Cited By ~ 5

Author(s):

Tracie D. Burt ◽

Adena D. Young-Jones ◽

Carly A. Yadon ◽

Michael T. Carr

Keyword(s):

Academic Motivation ◽

Self Determination Theory ◽

Psychological Needs ◽

Basic Psychological Needs ◽

Self Determination ◽

Perceived Support ◽

Academic Advisors ◽

Student Needs ◽

Instructor Support ◽

Motivation And Learning

Students learn in and out of a formal classroom, and instructors and academic advisors play key roles in academic motivation and learning. Therefore, through the lens of self-determination theory, we examined the ways perceived support from instructors and advisors relates to satisfaction of college students' basic psychological needs. Advisor and instructor support correlated with satisfaction of student needs for autonomy, competence, and relatedness. Also, as hypothesized, instructor and advisor support predicted satisfaction of basic needs, but did so differently. Instructors and academic advisors create a dynamic duo that significantly contributes to satisfaction of basic psychological needs underlying motivation and achievement.

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Barriers to the Practice of Sport and Physical Activity from the Perspective of Self-Determination Theory

Sustainability ◽

10.3390/su13147665 ◽

2021 ◽

Vol 13 (14) ◽

pp. 7665

Author(s):

Daniel Gil-Píriz ◽

Marta Leyton-Román ◽

Sara Mesquita ◽

Ruth Jiménez-Castuera

Keyword(s):

Physical Activity ◽

Positive Association ◽

Self Determination Theory ◽

Psychological Needs ◽

Basic Psychological Needs ◽

Self Determination ◽

Practical Applications ◽

Psychological Need ◽

Academic Employment ◽

Relationship Of

The practice of sport and physical activity can be hampered by the presence of amotivation, the frustration of basic psychological needs, and barriers to carrying out that practice. Based on the principles of self-determination theory (SDT), the objective of this study was to analyze the relationship of these variables and assess differences based on age, sex, residential independence, academic/employment situation, and prior sport and physical activity. The sample comprised 102 individuals, aged between 18 and 25 (M = 21.61; SD = 2.04), who completed the Behavioral Regulation in Exercise Questionnaire, the Frustration of Psychological Needs in Physical Exercise Scale, and the Self-Perceived Barriers of Physical Activity Questionnaire. Our results showed that participants had high values of controlled motivation, the frustration of the basic psychological need for competence, and high values for the barrier of obligations/lack of time. We found a significant and positive association between the frustration of the basic psychological need for competence and the barriers present in the practice of physical activity. Moreover, we found that women reported experiencing body image/anxiety as a barrier to practicing sport and physical activity more than men and individuals aged 22–25 years experiencing obligations/lack of time as a barrier more than the those aged 18 to 21 years. Practical applications were proposed to avoid the frustration of basic psychological needs, increase the most self-determined forms of motivation, and reduce barriers to the practice of sport and physical activity.

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Fulfilling the Basic Psychological Needs of Esports Fans: A Self-Determination Theory Approach

Communication & Sport ◽

10.1177/2167479520943875 ◽

2020 ◽

pp. 216747952094387

Author(s):

Tyreal Yizhou Qian ◽

Jerred Junqi Wang ◽

James Jianhui Zhang ◽

John Hulland

Keyword(s):

Latent Variable ◽

Self Determination Theory ◽

Psychological Needs ◽

Need Satisfaction ◽

Basic Psychological Needs ◽

Self Determination ◽

Theory Approach ◽

Variable Model ◽

Psychological Need ◽

Pertinent Information

This study examines esports fans’ psychological processes and pertinent behaviors through the lens of the self-determination theory (SDT). The extent to which the esports fans’ basic psychological needs—that is, competence, autonomy, and relatedness—are satisfied were assessed by using a composite latent variable model. Findings derived from the data analyses confirmed the relevance of the SDT in explaining pertinent information on need satisfaction, motivation, and related consumption behaviors. In particular, relatedness was identified as the most salient basic psychological need dimension, suggesting that satisfying this need is critically important for esports consumption. Both the inquiry protocol and the findings of this investigation contribute to the existing literature on motivation by developing an SDT model in esports media studies. Further discussions were made on deciphering the opportunities and challenges associated with the burgeoning esports industry.

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Can Physical Education Contribute to Learning English? Structural Model from Self-Determination Theory

Sustainability ◽

10.3390/su10103613 ◽

2018 ◽

Vol 10 (10) ◽

pp. 3613 ◽

Cited By ~ 2

Author(s):

Antonio Baena-Extremera ◽

Antonio Granero-Gallegos ◽

Raúl Baños ◽

María Ortiz-Camacho

Keyword(s):

Physical Education ◽

Intrinsic Motivation ◽

Structural Equation ◽

Structural Model ◽

Structural Equation Models ◽

Self Determination Theory ◽

Psychological Needs ◽

Basic Psychological Needs ◽

Self Determination ◽

Locus Of Causality

Objectives: The aim of this study was to analyze a model of prediction of satisfaction with bilingual physical education from basic psychological needs and motivation. Methods: The sample consisted of 758 students (347 men and 411 women) in secondary education in Spain, aged between 13 years and 18 years (M = 15.22, SD = 1.27). Questionnaires of the Scale of Psychological Basic Needs, Perceived Locus of Causality, and the bilingual Scale Satisfaction Instrument (SSI-PE), all adapted to physical education were used in the exercise. Results: Descriptive analyses, correlation and structural equation models were performed. Intrinsic motivation showed a high and positive relationship with identity regulation and satisfaction/fun, and boredom negatively correlated with all scales except amotivation. Conclusion: The equations in this model prove that autonomy is the best predictor of intrinsic motivation, and that this is the best predictor of satisfaction in bilingual physical education.

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Necesidades psicológicas básicas asociadas en la práctica de deporte individual y colectivo (Basic psychological needs associated with the practice of individual and collective sport)

Retos ◽

10.47197/retos.v42i0.87480 ◽

2021 ◽

Vol 42 ◽

pp. 500-506

Author(s):

Eduardo Pellicer De Juan ◽

Salvador García Martínez ◽

Alberto Ferriz Valero

Keyword(s):

Positive Impact ◽

Self Determination Theory ◽

Psychological Needs ◽

Basic Psychological Needs ◽

Self Determination ◽

Measurement Scale ◽

Physical Education Teacher ◽

Education Students ◽

Sport Practice ◽

Quasi Experimental

Introducción: El docente de educación física a través de la práctica deportiva trata de motivar intrínsecamente a su alumnado a través de prácticas deportivas, utilizando tareas que siguen la filosofía de la teoría de la autodeterminación. Método: En este estudio cuantitativo y cuasi experimental se observa qué práctica deportiva satisface en mayor medida las necesidades psicológicas básicas de adolescentes. Analizando. Resultados: El análisis de datos mostró una mejora de la sensación de autonomía tras la intervención a través del deporte individual. Conclusión: Las necesidades psicológicas básicas tienen un impacto positivo a través del deporte y con aportaciones diferentes en función del deporte desarrollado. Abstract. Introduction: The physical education teacher through sports practice tries to motivate intrinsically his students through sport practices, using tasks that follow the philosophy of self-determination theory. Method: In this quantitative and quasi-experimental study, it is observed which sport practice best satisfies the basic psychological needs of adolescent. Analyzing the implementation of an individual sport and a collective sport over six intervention sessions of each sport with compulsory secondary education students using the basic psychological needs measurement scale (BPNES). Results: Data analysis showed an improvement in the feeling of autonomy after the intervention through individual sport. Conclusion: Basic psychological needs have a positive impact through sport and with different contributions depending on the sport developed.

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Predicting Bullying through Motivation and Teaching Styles in Physical Education

International Journal of Environmental Research and Public Health ◽

10.3390/ijerph17010087 ◽

2019 ◽

Vol 17 (1) ◽

pp. 87 ◽

Cited By ~ 4

Author(s):

Carlos Montero-Carretero ◽

David Barbado ◽

Eduardo Cervelló

Keyword(s):

Physical Education ◽

Self Determination Theory ◽

Psychological Needs ◽

Basic Psychological Needs ◽

The Self ◽

Self Determination ◽

Physical Education Teachers ◽

Cross Sectional ◽

Bullying Perpetration ◽

Predictor Model

From the theoretical framework offered by the self-determination theory, the objective of the study was to test a predictor model of bullying behaviors based on the physical education teacher’s supportive style, the students’ satisfaction of basic psychological needs, and self-determined motivation. A total of 608 students of both sexes, between 11 and 15 years of age, from primary and secondary schools in the province of Alicante (Spain) voluntarily completed questionnaires to measure each of the variables under study. The design of the study was cross-sectional. The results showed that the autonomy supportive style positively predicted the satisfaction of basic psychological needs, which, in turn, positively predicted self-determined motivation towards physical education. The latter negatively predicted bullying perpetration and bullying victimization. The controlling style presented inverse relationships to those of the autonomy supportive style. These results are in line with the positions of the self-determination theory and underline the potential responsibility of physical education teachers in the struggle against bullying, and how, by supporting autonomy and avoiding a controlling style, they can help reduce bullying perpetration and victimization.

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Self-determination theory and understanding of student motivation in physical education instruction

Zbornik Instituta za pedagoska istrazivanja ◽

10.2298/zipi1001128d ◽

2010 ◽

Vol 42 (1) ◽

pp. 128-149 ◽

Cited By ~ 1

Author(s):

Visnja Djordjic ◽

Tatjana Tubic

Keyword(s):

Physical Education ◽

Student Motivation ◽

Teaching Style ◽

Self Determination Theory ◽

Goal Orientations ◽

Psychological Needs ◽

Motivational Climate ◽

Basic Psychological Needs ◽

Self Determination ◽

Integration Theory

Physical education is considered to be a favorable context for accomplishment of important educational outcomes and promotion of physical activity in children and youth. The real scope of physical education instruction largely depends on student motivation. Self-determination theory, as a specific macrotheory of motivation, offers a rewarding framework for understanding student motivation in physical education instruction. The paper presents the basic tenets of self-determination theory, the most important studies in the domain of physical education and didactic and methodical implications. Two mini-theories within the self-determination theory are analyzed in more detail, the cognitive evaluation theory and the organismic integration theory. Empirical verification of the theoretical tenets indicates the existence of typical motivational profiles of students in physical education instruction, the basic psychological needs as mediators of influence of social and interpersonal factors on student motivation, followed by the importance of motivational climate, students' goal orientations and teaching style for self-determination of students' behavior in physical education instruction. Didactic and methodical implications refer to the need for developing a more flexible curriculum of physical education, encouraging a motivational climate, task-focused goal orientations, and, especially, encouraging the perceived moving competence of the student.

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