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Search Results
Unseating the Sedentary Threat: A Vital Strategy for Curbing Cardiovascular Disease in Young Adults
Robert J. Kowalsky, Gregory J. Grosicki, Marco Meucci, Erik D. Hanson, Justin B. Moore, and Lee Stoner
Mindfulness, Contact Anxiety, and Attitudes Toward Students With Visual Impairments Among Certified Adapted Physical Educators
Justin A. Haegele, Chunxiao Li, and Wesley J. Wilson
underlying mechanisms that may function as indirect factors. Similarly, Li et al. ( 2019 ) found that the relationship between intrapersonal mindfulness and attitudes of PE teachers toward students with ASD was mediated by basic psychological needs satisfaction. Thus, intrapersonal mindfulness may enhance
Feeling Vital by Watching Sport: The Roles of Team Identification and Stadium Attendance in Enhancing Subjective Vitality
Masayuki Yoshida, Mikihiro Sato, and Jason Doyle
that engender basic psychological need satisfactions” (p. 711). Although team identification reflects one of the basic psychological needs, namely, relatedness or sense of belonging ( Wann, 2006 ; Wann et al., 2003 ), previous research has failed to demonstrate how team identification and specific
Exploring Virtual Coach Education in USA Lacrosse
Jody Langdon, Johanna Van Arkel, and Kevin Greene
over the learning process. The theory examines the motivational process, starting with the behaviors displayed by a leader or influential person, how those behaviors support or thwart basic psychological needs, and how the satisfaction or frustration of those needs influences motivation. Motivation
Understanding Physical Activity Motivation and Behavior Through Self-Determination and Servant Leadership Theories in a Feasibility Study
Samantha M. Gray, Joan Wharf Higgins, and Ryan E. Rhodes
) empowering and developing people, (b) humility, (c) authenticity, (d) interpersonal acceptance, (e) providing direction, and (f) stewardship. These characteristics have clear conceptual ties to SDT need satisfaction, notably that servant leadership offers a context for satisfying the basic psychological needs
Sportspersonship Under Review: An Examination of Fair Play Attitudes Through the Contextualized Sport Alphabetization Model in Primary Physical Education
Manuel Jacob Sierra-Díaz, Sixto González-Víllora, and Javier Fernandez-Rio
interactions in PE contexts are essential to produce self-determined types of motivation as relatedness, one of the three basic psychological needs identified by Deci and Ryan ( 1985 ), is then promoted. In a recent systematic review and meta-analysis, Sierra-Díaz et al. ( 2019 ) confirmed this link and found
Motivational Strategies Used by Exercise Professionals: A Latent Profile Analysis
David Sánchez-Oliva, Antonio L. Palmeira, Eliana V. Carraça, Pedro J. Teixeira, David Markland, and Marlene N. Silva
Basic Psychological Needs at Work Scale 28 was used to assess professionals’ need satisfaction at work. The Basic Psychological Needs at Work Scale contains 12 items divided equally into 3 subscales: autonomy satisfaction (eg, “My work allows me to make decisions”), competence satisfaction (eg, “I have
How Do Adult-Oriented Coaching Practices Change Over Time and Correspond With Changes in Key Criterion Outcomes? An 8-Week Study
Derrik Motz, Bradley W. Young, Scott Rathwell, and Bettina Callary
, exposure to adult-oriented coaching) relates to satisfaction of athletes’ basic psychological needs (i.e., autonomy, competence, and relatedness; Ryan & Deci, 2017 ). We, thus, sought to understand how AOSCS scores are related to MAs’ needs of autonomy and competence, respectively, through the lens of
Systematic Review of the Coach–Athlete Relationship From the Coaches’ Perspective
Keith McShan and E. Whitney G. Moore
long version Meta-CART-Q long version 38 1f Burnout −.44 to −.22 −.09 ns −.48 to −.39 −.12 ns −.41 to −.20 CART-Q 13 1g Coaching stress −.05 to .03 ns CART-Q 9,16 1h Threat appraisal −.30 CART-Q 18 1k Basic psychological needs .15 to .52 .12 ns .15 to .21 .22 to .37 .34 to .43
Bullying and Physical Education: A Scoping Review
Mengyi Wei and Kim C. Graber
Empatía Cognitiva y Afectiva ); CCBS = Controlling Coach Behaviors Scale; MD-PASS-PE = Multidimensional Perceived Autonomy Support Scale for Physical Education; EDMCQ-C = Controlling Style Factors of the Empowerment in Sport Questionnaire; BPNES = Basic Psychological Needs in Exercise Scale; CMPE = Self
