scholarly journals Motivation for Physical Activity in Adults with Multiple Sclerosis: A Self-determination Theory–Based Approach

2021 ◽  
Author(s):  
Narissa McCarty ◽  
Samantha Sayer ◽  
Susan L. Kasser
Keyword(s):  
Physical Activity ◽  
Multiple Sclerosis ◽  
Health Behavior Change ◽  
Need Satisfaction ◽  
Behavioral Regulation ◽  
Mobility Impairment ◽  
Web Based ◽  
Psychological Need ◽  
Integrated Regulation ◽  
Psychological Need Satisfaction

Abstract Background: Despite the benefits of regular physical activity (PA), most adults with multiple sclerosis (MS) are insufficiently active. Identifying the motivational correlates of PA is necessary to facilitate health behavior change. The extent to which the constructs of psychological need satisfaction and motivational regulations associate with self-determined PA in adults with the disease was examined. Methods: Individuals with MS were provided a link to a web-based survey. There were 290 respondents: 242 women and 48 men aged 22 to 71 (mean ± SD, 49.50 ± 12.05) years with primarily mild-to-moderate mobility impairment who completed the Psychological Need Satisfaction in Exercise scale, the Behavioral Regulation in Exercise Questionnaire, and the International Physical Activity Questionnaire. Results: Path analysis revealed that PA was best predicted by integrated regulation, competence, and mobility, explaining 28% of the variance in PA behavior. All three need satisfaction variables (relatedness, competence, and autonomy) and mobility impairment accounted for 43% of the variance in integrated regulation. Conclusions: Increasing satisfaction of the need for relatedness, competence, and autonomy can lead to more integrated and internally motivated PA engagement in adults with MS.

Testing a motivational process model in the context of physical activity

2019 ◽  
Vol 47 (12) ◽  
pp. 1-10 ◽  
Author(s):  
Tao Zhong ◽  
Hui Wang
Keyword(s):  
Physical Activity ◽  
Autonomy Support ◽  
Structural Equation ◽  
Process Model ◽  
Need Satisfaction ◽  
Equation Modeling ◽  
Behavioral Regulation ◽  
Psychological Need ◽  
Motivational Process ◽  
Psychological Need Satisfaction

Using self-determination theory, we examined the mechanism of motivation in the context of physical activity (PA). We conducted structural equation modeling with 431 participants. The results showed general support for the motivational process model, in which a sequence is specified from autonomy support and causality orientations to psychological need satisfaction to self-determined behavioral regulation to PA behavior. These findings aid understanding of the underlying motivational mechanism of PA behavior, and highlight the positive roles of autonomy support and autonomy orientation in psychological need satisfaction, self-determined behavioral regulation, and PA participation.

scholarly journals Retrospective evaluation of high school primary physical activities and adulthood physical activity need satisfaction

2016 ◽  
Vol 25 (3-4) ◽  
pp. 183-198
Author(s):  
Matthew R. Bice ◽  
James W. Ball ◽  
Thomas Parry ◽  
Megan Adkins
Keyword(s):  
Physical Activity ◽  
High School ◽  
Sport Participation ◽  
Healthy Lifestyle ◽  
Need Satisfaction ◽  
Activity Levels ◽  
Psychological Need ◽  
Physical Activity Levels ◽  
Health Organization ◽  
Psychological Need Satisfaction

Abstract Presumably, individuals are taught skills throughout their primary education that are required to live a healthy lifestyle throughout the lifespan. The primary purpose of this study was to assess adult psychological need satisfaction in relation to high school participation. Participation included university employees and students of two mid-sized universities and members of a state health organization. Participants (n = 512) completed the Psychological Need Satisfaction in Exercise (PNSE) and the International Physical Activity Questionnaire (IPAQ). The current study found modest associations between measured motivation constructs on physical activity levels. Standardized coefficients report competence and autonomy had a significant effect on physical activity in predicting adult physical activity levels. Results of this study provide insight into the determinants underlying the development of physical activity tendencies in adults and suggest high school physical education and sport participation have an equal influence on adult physical activity levels.

scholarly journals Motivation and Commitment to Sports Practice During the Lockdown Caused by Covid-19

2021 ◽  
Vol 11 ◽  
Author(s):  
Marta Leyton-Román ◽  
Ricardo de la Vega ◽  
Ruth Jiménez-Castuera
Keyword(s):  
Physical Activity ◽  
Self Efficacy ◽  
Autonomous Motivation ◽  
Need Satisfaction ◽  
Male Gender ◽  
Self Determination ◽  
Behavioral Regulation ◽  
Sport Commitment ◽  
Psychological Need ◽  
Controlled Motivation

In Spain, the state of alarm declared on March 14, 2020 caused changes in the population in relation to the habits of physical activity and sports practice. This study analyzed what motivational variables predicted the self-efficacy and commitment to sports practice, as well as the differences according to gender, during lockdown and the progressive de-escalation caused by COVID-19, using the theory of self-determination as a theoretical framework. The study sample was conformed of 179 subjects (90 men and 89 women) between 18 and 65 years of age (M = 28.64; SD = 10.28). The Behavioral Regulation in Sport Questionnaire (BRSQ), the Psychological Need Satisfaction in Exercise Scale (PNSE), the Physical Activity Self-Efficacy scale, and the Sport Commitment scale were applied. The most relevant results have showed significant differences in favor of the male gender in terms of levels of controlled motivation and amotivation, as well as higher levels of self-efficacy and basic psychological need of autonomy. Furthermore, the regression analysis has revealed that self-efficacy and current commitment to sports practice were explained by a variance of 57 and 64%, respectively, due to autonomous motivation and the basic psychological need of competence. Therefore, the basic psychological need of competence should be fostered in order to increase the levels of self-determined motivation, self-efficacy, and commitment to sports practice of the population.

scholarly journals University Students’ Motives-for-Physical-Activity Profiles: Why They Practise and What They Get in Terms of Psychological Need Satisfaction

2021 ◽  
Vol 11 ◽  
Author(s):  
Rafael Valenzuela ◽  
Nuria Codina ◽  
José Vicente Pestana
Keyword(s):  
Physical Activity ◽  
University Students ◽  
Need Satisfaction ◽  
Group Differences ◽  
Psychological Need ◽  
Naturally Occurring ◽  
Day Of The Week ◽  
The Mean ◽  
Transition From High School ◽  
Psychological Need Satisfaction

Physical activity (PA) is an important habit for overall health and quality of life, but it tends to recede as young adults transition from high school into university. The present study sought to understand, in the case of university students that still practice PA, their motives for PA and their relationships with psychological need satisfaction (PNS) and characteristics of practice regularity (frequency, duration, team, competitive, coach, league, federation, and type of day of the week for PA). Participants were 423 university students who reported to practice PA (203 identified as men, 191 as women, 29 did not report gender), with ages ranging from 18 to 30 years old (M = 19.91, SD = 1.97). Measures assessing motives for PA, PNS, and PA characteristics were completed. Hierarchical, followed by iterative, cluster analysis was used and four naturally occurring groupings of university students were identified based on their motives for PA: one extrinsic-motives cluster (with both extrinsic motives—fitness and appearance—above the mean), one all-motives cluster (with all five motives above the mean), one intrinsic-motives cluster (with all three intrinsic motives—enjoyment, competence, social—above the mean), and one low-motives cluster (with all motives below the mean). Groupings were compared in terms of the characteristics of their practice regularity (frequency, duration, competition, team, coach, league, federation, type of day of the week used for PA) and their levels of PNS (of the needs for autonomy, competence, and relatedness in PA). Significant between-group differences were observed in the duration of single principal PA sessions, minutes per week practicing main PA, total PA minutes per week, and type of day of the week used for PA. The number of days per week devoted to the principal PA and the number of total PAs practiced were similar across all four clusters. With regard to between-group differences in psychological need satisfaction in PA by cluster, these analyses showed the existence of four clearly distinguishable naturally occurring groupings based on motives for PA, which gives researchers and practitioners the possibility to analyze and implement tailored interventions aimed at promoting PA among university students.

scholarly journals Linking Psychological Need Satisfaction and Physical Activity to Dimensions of Health-Related Quality of Life During Adolescence: A Test of Direct, Reciprocal, and Mediating Effects

2016 ◽  
Vol 38 (4) ◽  
pp. 367-380 ◽  
Author(s):  
Katie E. Gunnell ◽  
Jennifer Brunet ◽  
Catherine Sabiston ◽  
Mathieu Bélanger
Keyword(s):  
Quality Of Life ◽  
Physical Activity ◽  
Need Satisfaction ◽  
Health Related Quality ◽  
Mediating Effects ◽  
Psychological Need ◽  
Related Quality ◽  
Health Related ◽  
Psychological Need Satisfaction

Despite research attention toward understanding relationships between psychological need satisfaction (PNS), moderate-to-vigorous-intensity physical activity (MVPA), and health-related quality of life (HRQoL), methodological limitations make it difficult to establish reciprocal and mediating effects. Reciprocal relationships between PNS and MVPA were examined over 4 years, and their effects on adolescents’ change in dimensions of HRQoL were examined. Self-reported data were collected from 932 adolescents (Mage = 10.9 years) every 4 months beginning in Grades 5/6. At the between-persons and within-person level, earlier PNS predicted later MVPA whereas earlier MVPA did not predict later PNS. Increases in MVPA were associated with greater change in physical (βlinear = .61, βquadratic = .77, ps = .03) and school functioning (βlinear = .68, βquadratic = .84, ps = .03) but no other dimensions of HRQoL (p > .05). Decreases in PNS were not associated with any of the dimensions of HRQoL. Fostering adolescents’ PNS could be a starting point to increase MVPA, which, in turn, may enhance select dimensions of HRQoL.

scholarly journals Effects of a Web-Based Autonomy-Supportive Intervention on Physical Education Teacher Outcomes

2021 ◽  
Vol 11 (7) ◽  
pp. 316
Author(s):  
Henri Tilga ◽  
Hanna Kalajas-Tilga ◽  
Vello Hein ◽  
Lennart Raudsepp ◽  
Andre Koka
Keyword(s):  
Intrinsic Motivation ◽  
Teaching Efficacy ◽  
Need Satisfaction ◽  
Control Group ◽  
Direct Effects ◽  
Web Based ◽  
Psychological Need ◽  
Experimental Group ◽  
Supportive Intervention ◽  
Psychological Need Satisfaction

The current study tested the efficacy of a web-based autonomy-supportive intervention program on changes in physical education (PE) teachers’ self-reports of autonomy support, psychological need satisfaction, intrinsic motivation, and teaching efficacy for students’ engagement. In this study, 101 secondary school PE teachers and their 652 students were randomized either to a web-based autonomy-supportive experimental group or to the control group. Manipulation checks indicated that the intervention was effective as students perceived the experimental group PE teachers as more autonomy-supportive and less controlling compared to the control group at the one-month follow-up. In the main analysis, results of the path analysis demonstrated direct effects of the intervention on changes in teachers’ self-reported autonomy-supportive behaviour, and on teaching efficacy for students’ engagement. There were also significant direct effects from changes in autonomy-supportive behaviour on changes in psychological need satisfactions, from psychological need satisfaction on intrinsic motivation, and from intrinsic motivation on teaching efficacy for students’ engagement. Finally, the intervention had an indirect effect on changes in teaching efficacy for students’ engagement via changes in teachers’ autonomy-supportive behaviour, psychological need satisfaction, and intrinsic motivation. These findings provided insight on the effects of a web-based autonomy-supportive intervention for PE teachers on several teachers’ outcomes in the context of PE.

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