assumption that interpersonal styles of socializing agents (e.g., teachers) can enhance individuals’ (e.g., students) motivation, behavior, and well-being, depending on the fulfillment of three basic psychological needs (BPN) ( Ryan & Deci, 2017 ). In the context of school PE, one of the most important
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Influence of Internal and External Controlling Teaching Behaviors on Students’ Motivational Outcomes in Physical Education: Is There a Gender Difference?
Ángel Abós, Rafael Burgueño, Luis García-González, and Javier Sevil-Serrano
Examining the Role of Physical Activity on Psychological Well-Being and Mental Health Postpartum
Iris A. Lesser, Stéphanie Turgeon, Carl P. Nienhuis, and Corliss Bean
journey, mothers need to be supported in developing exercise self-efficacy ( Saligheh et al., 2016 ) to promote confidence in physical activity engagement. Postpartum women adjust more effectively to life changes when basic psychological needs are met ( Boyd, 2016 ). In postpartum women, basic
Investigating Intraindividual Variability of Psychological Needs Satisfaction and Relations With Subsequent Physical Activity
Erin J. Reifsteck, Derek J. Hevel, Shelby N. Anderson, Amanda L. Rebar, and Jaclyn P. Maher
a dynamic process; basic psychological needs satisfaction fluctuates daily and consequently impacts fluctuations in behavior and well-being ( Brown & Ryan, 2007 ). However, SDT-based research in the PA domain often employs cross-sectional and longitudinal approaches focused on between
The Temporal Relations of Adolescents’ Basic Need Satisfaction in Physical Education and Global Self-Worth
Irina Burchard Erdvik, Tommy Haugen, Andreas Ivarsson, and Reidar Säfvenbom
relate to the PE context, and thus, their perceptions of BPN in class. Drawing on competence motivation theory ( Harter, 2006 ; Harter, Fischer, Harter, & Serwator, 1999 ) and SDT’s subtheory on basic psychological needs ( Ryan & Deci, 2017 ), this study aims to extend our knowledge of the relationship
Chapter 3: Genesis and Change in Physical Educators’ Use of Social Media for Professional Development and Learning
Stephen Harvey and Jeffrey P. Carpenter
framework suggesting that, if the three innate basic psychological needs or “mediators” for human behavior of relatedness, autonomy, and competence are satisfied, individuals become more intrinsically motivated (i.e., they are interested due to inherent enjoyment or because of valuing something’s importance
The Effectiveness of Autonomy Support Interventions With Physical Education Teachers and Youth Sport Coaches: A Systematic Review
Johannes Raabe, Katrin Schmidt, Johannes Carl, and Oliver Höner
-being; Cheval, Chalabaev, Quested, Courvoisier, & Sarrazin, 2017 ). According to Ryan and Deci ( 2017 ), these positive outcomes can be nurtured by satisfying the inherent basic psychological needs of competence (i.e., feeling capable of being physical active); autonomy (i.e., having a certain amount of choice
A Buffering Effect of Mental Toughness on the Negative Impact of Basic Psychological Need Thwarting on Positive Youth Athlete Functioning
Keita Kinoshita, Eric MacIntosh, and Shintaro Sato
increase sport participation and reduce mental health issues in youth. Basic psychological needs (BPN; Ryan & Deci, 2000 , 2017 ) are one of the constructs that explain the psychological mechanism to reach important outcomes (e.g., thriving and well-being). Research has shown that satisfaction of BPN is
Exploring Servant Leadership and Needs Satisfaction in the Sport for Development and Peace Context
Jon Welty Peachey, Laura Burton, Janelle Wells, and Mi Ryoung Chung
significant role in providing the necessary conditions to support satisfaction of basic psychological needs at work” ( Chiniara & Bentein, 2016 , p. 127). Self-determination theory (SDT) describes the premise that individuals will proactively seek out opportunities to grow and develop to their fullest
Exploring the Synergy Between Sport Education and In-School Sport Participation
Alex Knowles, Tristan L. Wallhead, and Tucker Readdy
( Vallerand & Ratelle, 2002 ). Figure 1 —Trans-contextual model of motivation. Adapted from Hagger et al. ( 2003) . Self-determination theory Self-determination motivation is achieved through the satisfaction of the basic psychological needs of relatedness, competence, and autonomy ( Deci & Ryan, 1985 , 2000
Revisiting Perfectionism in High-Level Ballet: A Longitudinal Collective Instrumental Case Study
Sanna M. Nordin-Bates, Martin Aldoson, and Charlotte Downing
framework to understand perfectionism, and it may also advance our understanding of perfectionism development. Specifically, perfectionism might be affected by the support or frustration of three basic psychological needs proposed in SDT as important for optimal functioning (e.g., Haraldsen et al., 2019
