also be influenced by three basic psychological needs ( Deci & Ryan, 2012 ): autonomy, competence, and relatedness. Autonomy is associated with the efforts that individuals make to feel at the origin of their actions and to determine their own behavior. Competence is defined as the intention to control
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Impact of a Sustained TPSR Program on Students’ Responsibility, Motivation, Sportsmanship, and Intention To Be Physically Active
Juan Andrés Merino-Barrero, Alfonso Valero-Valenzuela, Noelia Belando Pedreño, and Javier Fernandez-Río
Leveling Up Sport Management Education: Gamification in the Classroom
Ashley M. Duguay, Amber M. Shipherd, Carrie LeCrom, and Chad Goebert
a purposeful way to support students’ basic psychological needs, gamification in education can foster autonomous/internalized (high quality) motivation for learning ( Rigby & Przybylski, 2009 ; van Roy & Zaman, 2017 ). It should be noted, however, that the simple addition of game characteristics
Perceived Health Care Climate of Older People Attending an Exercise Program: Validation of the German Short Version of the Health Care Climate Questionnaire
Andreas Heissel, Anou Pietrek, Michael A. Rapp, Stephan Heinzel, and Geoffrey Williams
, and integrated regulation; Ryan & Deci, 2017 ). The theory comprises a model for how environmental factors support or thwart people’s inherent and natural growth process through the satisfaction and frustration of their basic psychological needs for autonomy, relatedness, and competence. Satisfaction
A Pre–Post Study Design Exploring the Potential Benefits of a Hiking Intervention for Active and Inactive Older Adults
Iris A. Lesser and Cynthia J. Thomson
( Ryan & Deci, 2000 ), the basic psychological needs of autonomy, competence, and relatedness are essential to overall well-being and are associated with PA participation ( Bouffard, 2017 ). If the basic psychological needs are not met in older adults, there may be a reduced likelihood of engagement in
Evaluating the Feasibility, Acceptability, and Engagement of an mHealth Physical Activity Intervention for Adults With Spinal Cord Injury Who Walk: A Randomized Controlled Trial
Sarah V.C. Lawrason and Kathleen A. Martin Ginis
( Deci & Ryan, 2002 ). Two commonly employed minitheories in the PA context include basic psychological needs theory and organismic integration theory ( Rhodes et al., 2019 ). Basic psychological needs theory suggests that three basic psychological needs (autonomy, competence, and relatedness) are
Athletes’ Psychological Needs and Coaches’ Interpersonal Behaviors: A Within-Person Latent Profile Analysis
Stephen Shannon, Garry Prentice, and Gavin Breslin
). The SDT is a metatheory of human behavior and health, encompassing several mini-theories that are unified by the position that humans have three innate psychological needs essential to mental health ( Ryan & Deci, 2017 ). Specifically, within basic psychological needs theory (BPNT; Ryan & Deci, 2008
Coaches’ Use of Need-Supportive and Need-Thwarting Behaviors Across the Developmental Continuum: A Qualitative Investigation in Figure Skating
Diane Benish, Tucker Readdy, and Johannes Raabe
-determination theory ( Ryan & Deci, 2017 ) is a framework that can be used to understand how coaches influence athletes’ thoughts, feelings, and behavior. In this respect, it is the degree to which coaches support and/or thwart athletes’ basic psychological needs of competence, autonomy, and relatedness that will
¿Qué mueve a profesores y profesoras de Educación Física en formación a impartir clase con distintos estilos (des)motivadores? Un estudio basado en el modelo circular
Carlos Mayo-Rota, Luis García-González, Sergio Diloy-Peña, Javier García-Cazorla, and Ángel Abós
-determination theory: Basic psychological needs in motivation, development, and wellness . Guilford . Ryan , R.M. , & Deci , E.L. ( 2020 ). Intrinsic and extrinsic motivation from a self-determination theory perspective: Definitions, theory, practices, and future directions . Contemporary Educational Psychology
Antecedents of Perceived Coach Autonomy Supportive and Controlling Behaviors: Coach Psychological Need Satisfaction and Well-Being
Juliette Stebbings, Ian M. Taylor, and Christopher M. Spray
Within the self-determination theory (Deci & Ryan, 2000) framework, research has considered the consequences of coaches’ autonomy supportive and controlling behaviors on various athlete outcomes (e.g., motivation and performance). The antecedents of such behaviors, however, have received little attention. Coaches (N = 443) from a variety of sports and competitive levels completed a self-report questionnaire to assess their psychological need satisfaction, well-being and perceived interpersonal behaviors toward their athletes. Structural equation modeling demonstrated that coaches’ competence and autonomy need satisfaction positively predicted their levels of psychological well-being, as indexed by positive affect and subjective vitality. In turn, coaches’ psychological well-being positively predicted their perceived autonomy support toward their athletes, and negatively predicted their perceived controlling behaviors. Overall, the results highlight the importance of coaching contexts that facilitate coaches’ psychological need satisfaction and well-being, thereby increasing the likelihood of adaptive coach interpersonal behavior toward athletes.
Evaluación de una propuesta educativa en Educación Física para promocionar la bicicleta como modo de transporte al centro educativo en adolescentes: Estudio PACO
Javier Molina-García, Francisco Javier Huertas-Delgado, Pablo Campos-Garzón, and Palma Chillón
). Testing the need for novelty as a candidate need in basic psychological needs theory . Motivation and Emotion, 44 ( 2 ), 295 – 314 . 10.1007/s11031-019-09812-7 González-Cutre , D. , Sicilia , Á. , Beas-Jiménez , M. , & Hagger , M.S. ( 2014 ). Broadening the trans-contextual model of
