Motivation research is central to understanding why certain students exhibit high levels of behavioral, cognitive, and emotional engagement with learning, and why others lack interest, display boredom, and withdraw effort (i.e., are disaffected). In this review, tenets within self-determination theory (SDT) are used to provide a theoretically-informed account of student engagement and disaffection in the context of school physical education (PE). Our review centers on the proposition within SDT that the satisfaction of basic psychological needs (i.e., for autonomy, competence, and relatedness) provide the energizing basis for optimal motivational functioning and wellness. Teacher strategies and class structures are reviewed in the context of whether they satisfy or frustrate these psychological needs. To amalgamate the reviewed literature, a mediated model depicting a ‘student-teacher dialectical’ framework is presented. Several practitioner recommendations for supporting student engagement in PE are then offered. Lastly, findings of past interventions within the school context are presented and discussed.
Search Results
Psychological Needs and the Quality of Student Engagement in Physical Education: Teachers as Key Facilitators
Thomas Curran and Martyn Standage
Effects of an Autonomy-Supportive Exercise Instructing Style on Exercise Motivation, Psychological Well-Being, and Exercise Attendance in Middle-Age Women
Frederiki C. Moustaka, Symeon P. Vlachopoulos, Chris Kabitsis, and Yannis Theodorakis
Background:
The present study evaluated the effectiveness of an autonomy-supportive intervention based on self-determination theory in influencing perceptions of autonomy support, basic psychological needs, behavioral regulations, subjective vitality, and exercise behavior.
Methods:
35 female exercise participants age 30 to 58 years who enrolled to an 8-week exercise program attended 24 exercise classes that were taught using either an autonomy-supportive (n = 19) or a lack of autonomy support (n = 16) instructing style.
Results:
The experimental group reported an increase in perceived autonomy support, the fulfillment of the needs for autonomy and competence, identified regulation, intrinsic motivation, and subjective vitality. They also reported higher attendance rates during the program and greater participation to moderate and/or mild nonstructured exercise during 5 weeks after the end of the program. The control group reported a decrease in perceived autonomy support, the needs for autonomy and competence, intrinsic motivation, and subjective vitality.
Conclusion:
The results supported tenets of self-determination theory and highlighted the motivational and psychological benefits of an autonomy-supportive exercise instructing style among middle-age women.
International Sport Coaching Journal
DIGEST VOLUME 7, ISSUE #1
possibility to create good conditions for their child’s development providing them both short-term and long-term benefits. Coach–Athlete Relationships, Basic Psychological Needs Satisfaction and Thwarting, and the Teaching of Life Skills in Canadian High School Sport Camiré, M., Rathwell, S., Turgeon, S
A Case Study to Overcome Barriers and Enhance Motivations Through Experience of a Variety of Exercises: Theory-Based Intervention on an Overweight and Physically Inactive Adult
Heon Jin Kang, Chee Keng John Wang, and Stephen Francis Burns
styles ( Deci & Ryan, 1985, 2002 ; Ryan & Deci, 2017 ). SDT postulates that, for a person to be intrinsically motivated and have a sense of autonomous motivation, three innate and fundamental basic psychological needs must be satisfied: autonomy, competence, and relatedness. Autonomy reflects a desire
Strategies for Inclusion, 3rd Edition
Wesley J. Wilson
for physical education for students with disabilities. The strength of this chapter comes from the connection of the self-determination theory (that humans have three basic psychological needs) to the concept of universal design through differentiated instruction (modifying instruction to meet the
Evaluating a Multiplier Approach to Coach Education Within the German Football Association’s Talent Development Program: An Example of an Intervention Study Targeting Need-Supportive Coaching
Svenja Wachsmuth, Johannes Raabe, Tucker Readdy, Damir Dugandzic, and Oliver Höner
development and sustained sport engagement ( Duda, 2013 ; Jowett, 2017 ). Within that scope, self-determination theory ( Ryan & Deci, 2017 ; see “Methods” section) offers an evidence-based foundation to inform coaching practice aiming to enhance players’ motivation by meeting their basic psychological needs
The Influence of Athletes’ Psychological Needs on Motivation, Burnout, and Well-Being: A Test of Self-Determination Theory
Stephen Shannon, Noel Brick, Garry Prentice, and Gavin Breslin
domain of athlete mental health ( Shannon et al., 2019 ), and it is founded on the core principle that humans require ongoing satisfaction of three innate psychological needs to facilitate optimal mental health ( Ryan & Deci, 2017 ). Specifically, within a minitheory of SDT, basic psychological needs
Applying Educational Psychology in Coaching Athletes
Joonyoung Lee
motivation). According to self-determination theory ( Deci & Ryan, 1985 , 2000 ), a pivotal concept in educational psychology, individuals are motivated to fulfill three basic psychological needs: autonomy, competence, and relatedness. These needs are indeed interconnected and could collectively contribute
Experiences in Physical Education for Children at Risk for Developmental Coordination Disorder
Chantelle Zimmer, Janice Causgrove Dunn, and Nicholas L. Holt
research was “How do children at risk for DCD experience and cope with stress in physical education?” Theoretical Framework Transactions in physical education may be stressful for children with or at risk for DCD because they threaten or challenge their innate basic psychological needs for relatedness
Longitudinal Associations Between Athletes’ Psychological Needs and Burnout Across a Competitive Season: A Latent Difference Score Analysis
Stephen Shannon, Garry Prentice, Noel Brick, Gerard Leavey, and Gavin Breslin
experience the satisfaction of autonomy (i.e., provision of choice, volitional behavior); competence (i.e., feelings of effectiveness); and relatedness (i.e., sense of belongingness) (see basic psychological needs theory; Ryan & Deci, 2008 ). Importantly, psychological needs receive varied levels of support
