The Relationship among Basic Psychological Need Satisfaction of After School Physical Education Program’S Participants, Motivating Physical Activities and Intention of Continuous Participation

Using basic psychological needs theory (BPNT; Ryan & Deci, 2000) as our guiding framework, we explored cultural differences in the relationships among physical education students’ perceptions of teacher autonomy support, psychological need satisfaction, subjective vitality and effort in class. Seven hundred and fifteen students (age range from 13 to 15 years) from the U.K. and Hong Kong, China, completed a multisection inventory during a timetabled physical education class. Multilevel analyses revealed that the relationships among autonomy support, subjective vitality and effort were mediated by students’ perceptions of psychological need satisfaction. The relationship between autonomy support and perceptions of competence was stronger in the Chinese sample, compared with the U.K. sample. In addition, the relationship between perceptions of relatedness and effort was not significant in the Chinese students. The findings generally support the pan-cultural utility of BPNT and imply that a teacher-created autonomy supportive environment may promote positive student experiences in both cultures.

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Clarifying the influence of sport education on basic psychological need satisfaction in high school students

Motricidade ◽

10.6063/motricidade.13318 ◽

2018 ◽

Vol 14 (2-3) ◽

pp. 48-58 ◽

Cited By ~ 1

Author(s):

Rafael Burgueño ◽

Belén Cueto-Martín ◽

Esther Morales-Ortiz ◽

Payla Cristina Silva ◽

Jesus Medina-Casaubón

Keyword(s):

High School Students ◽

Physical Education ◽

Group Analysis ◽

Need Satisfaction ◽

Control Group ◽

Sport Education ◽

School Students ◽

Psychological Need ◽

Basic Psychological Need Satisfaction ◽

Psychological Need Satisfaction

Based on Self-Determination Theory, this research aimed to examine la influence of Sport Education on basic psychological need satisfaction in the sport teaching-learning process that takes place in Physical Education. The participants were 44 high school students (22 men and 22 women; Mage = 16.32, SDage = 0.57) and 2 Physical Education pre-service teachers. The design was a quasi-experimental study with, a priori, non-equivalent control group using pre- and post- intervention measures and intra- and inter- analyses. The intervention consisted of 12 basketball sessions both for the experimental group (n = 22), which developed Sport Education, and for the control group (n = 22), which developed the traditional teaching. The results showed that Sport Education significantly improved the levels of autonomy, competence and relatedness need satisfaction in the inter-group analysis and in the intra-group analysis. In its conclusion, the suitability of Sport Education to contribute developing students’ basic psychological need satisfaction in the sport teaching-learning process in Physical Education was indicated.

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