( Hancock, Butler, & Fischman, 1995 ). Rewards affect motivation by increasing more extrinsic forms of motivation and decreasing or increasing intrinsic motivation, depending on various factors (e.g., interest in the task, type and timing of reward), ( Cameron, Banko, & Pierce, 2001 ). Thus, we assessed
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The Effect of Rewards and Punishments on Learning Action Selection and Execution Components of a Motor Skill
Mariane F.B. Bacelar, Keith R. Lohse, and Matthew W. Miller
What Kind of Interpersonal Need-Supportive or Need-Thwarting Teaching Style Is More Associated With Positive Consequences in Physical Education?
Francisco M. Leo, Behzad Behzadnia, Miguel A. López-Gajardo, Marco Batista, and Juan J. Pulido
-of-school program variables, such as intention to do physical activity (PA), has received less attention. Although previous research has underlined the association between teachers’ interpersonal styles and students’ motivation ( Vasconcellos et al., 2020 ), less is known about the direct relationship between
The Volunteer Experience in a Para-Sport Event: An Autoethnography
Erik L. Lachance and Milena M. Parent
, satisfaction, motivation, commitment, and sense of community (e.g., Farrell, Johnston, & Twynam, 1998 ; Kerwin, Warner, Walker, & Stevens, 2015 ; MacLean & Hamm, 2007 ). Despite this large body of research, past studies have usually examined constructs individually or in relation with one or two more
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
Self-determination theory (SDT; Ryan & Deci, 2017 ) is widely used in the field of sport and exercise psychology as a framework for examining physical activity (PA) motivation ( Standage & Ryan, 2020 ; Teixeira et al., 2012 ). Central to SDT is the notion that satisfying the basic psychological
“It’s Better Together”: A Nested Longitudinal Study Examining the Benefits of Walking Regularly With Peers Versus Primarily Alone in Older Adults
Marlene Kritz, Cecilie Thøgersen-Ntoumani, Barbara Mullan, Afroditi Stathi, and Nikos Ntoumanis
, Carron, McCutcheon, & Harper, 2007 ; Bennet et al., 2018 ). Peers (i.e., those of similar age, background, health, and life experience) can be an excellent source of social support and motivation for older adults ( Burton et al., 2017 ; Kritz, Thøgersen-Ntoumani, Mullan, McVeigh, & Ntoumanis, 2020
Examining Situational Interest in Physical Education: A New Inventory
Hongying Wang, Bo Shen, and Jin Bo
Interest is a powerful motivator in schooling ( Dewey, 1913 ; Renninger & Hidi, 2016 ). As an essential component of the educational process, interest-based motivation can penetrate all teaching and learning activities, from initiating engagement to enhancing attention to promoting cognitive
The Effects of Feedback Valence and Style on Need Satisfaction, Self-Talk, and Perseverance Among Tennis Players: An Experimental Study
Gert-Jan De Muynck, Maarten Vansteenkiste, Jochen Delrue, Nathalie Aelterman, Leen Haerens, and Bart Soenens
; Vansteenkiste, Niemiec, & Soenens, 2010 ), feedback will yield a motivating effect if it supports athletes’ basic psychological needs for competence (i.e., feeling effective) and autonomy (i.e., experiencing a sense of volition), as the satisfaction of these needs nurtures intrinsic motivation ( Deci, Koestner
Contribution of Psychosocial Factors to Physical Activity in Women of Color in the Saving Lives Staying Active (SALSA) Study
Scherezade K. Mama, Lorna H. McNeill, Erica G. Soltero, Raul Orlando Edwards, and Rebecca E. Lee
, including the transtheoretical model ( Prochaska & Velicer, 1997 ), self-determination theory ( Deci & Ryan, 1985 ), and social cognitive theory ( Bandura, 2004 ), posit associations between psychosocial factors, such as self-efficacy, motivational readiness and social support, and health behavior change
Reasons Why Older Adults Engage in Physical Exercise. Comparative Study Eastern Europe Versus Southern Europe
José M. Cancela, Karina Pereira, Irimia Mollinedo, Manuela Ferreira, and Pedro Bezerra
understand what motivates them to be active and how they prefer to do exercise or sport. A recent review suggests that older adults’ engagement with exercise programs can be influenced by behavioral factors, such as motivation, personal beliefs, and environmental factors (the availability of public
Markers of Early Specialization and Their Relationships With Burnout and Dropout in Swimming
Heather K. Larson, Bradley W. Young, Tara-Leigh F. McHugh, and Wendy M. Rodgers
account for such null findings, we believe that motivational explanations are required. According to the sport commitment model, for example, athletes remain determined to continue swimming as a reflection of the amount of time and effort they have already contributed to their sport ( Scanlan, Chow, Sousa
