determination of t alac , commonly referred to as the “lactate-free interval” or “alactic time span,” 1 , 2 , 5 – 8 is of considerable importance, since this constitutes the denominator in the equation above. For example, during 15 seconds of exercise, a change in t alac by 1 second can alter the maximal
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A Novel Approach to Determining the Alactic Time Span in Connection with Assessment of the Maximal Rate of Lactate Accumulation in Elite Track Cyclists
Anna Katharina Dunst, Clemens Hesse, Andri Feldmann, and Hans Christer Holmberg
A Prospective Study of the Influence of Perceived Coaching Style on Burnout Propensity in High Level Young Athletes: Using a Self-Determination Theory Perspective
Sandrine Isoard-Gautheur, Emma Guillet-Descas, and Pierre-Nicolas Lemyre
Autonomous Regulation Mode Moderates the Effect of Actual Physical Activity on Affective States: An Ambulant Assessment Approach to the Role of Self-Determination
Martina Kanning, Ulrich Ebner-Priemer, and Ralf Brand
Studies have shown that physical activity influences affective states. However, studies have seldom depicted these associations in ongoing real-life situations, and there is no investigation showing that motivational states (i.e., more or less autonomously regulated) would moderate these effects in situ. To investigate the interaction of autonomous regulation and actual physical activity (aPA) with affective states, we use an ambulatory assessment approach. The participants were 44 university students (mean age: 26.2 ± 3.2 years). We assessed aPA through 24-hr accelerometry and affective states and autonomous regulation via electronic diaries. Palmtop devices prompted subjects every 45 min during a 14-hr daytime period. We performed hierarchical multilevel analyses. Both aPA and autonomous regulation significantly influenced affective states. The interaction was significant for two affects. The higher the volume of aPA and thereby the more autonomously regulated the preceding bout of aPA was, the more our participants felt energized (r = .16) but agitated (r = −.18).
Acting One’s Age in Physical Exercise: Do Perceived Age Norms Explain Autonomous Motivation Among Older Adults?
Johan Pelssers, Emalie Hurkmans, Jeroen Scheerder, Norbert Vanbeselaere, Steven Vos, Tim Smits, and Filip Boen
identity norms for (health) behaviors have only scarcely been examined. Moreover, they have never been considered in terms of the tenets of the dominant motivational theories. The self-determination theory (SDT) ( Deci & Ryan, 1985 ; Ryan & Deci, 2000 ) constitutes the most widely used contemporary
Sport Participation for Elite Athletes With Physical Disabilities: Motivations, Barriers, and Facilitators
Gabriella McLoughlin, Courtney Weisman Fecske, Yvette Castaneda, Candace Gwin, and Kim Graber
that adapted physical activity through sport participation should promote self-determination and provide choice to augment self-regulation. To increase the number of individuals who participate in adapted sport, it is beneficial to understand the motivations and athletic development of those who do
Why I Get Up Off My Butt: Older Adults’ Motives to Limit Their Sedentary Behavior
Liam Collins and J. Paige Pope
to limit their daily SB. Self-determination theory (SDT; Deci & Ryan, 1985 ) is a promising theoretical framework to employ in this line of inquiry, because it identifies several forms of motivation alongside various antecedents and consequences to help explain the why behind complex behaviors
Longitudinal Sport Motivation Among Young Athletes in Intensive Training Settings: Using Methodological Advances to Explore Temporal Structure of Youth Behavioral Regulation in Sport Questionnaire Scores
Valérian Cece, Noémie Lienhart, Virginie Nicaise, Emma Guillet-Descas, and Guillaume Martinent
, and other models have been proposed to overcome these limitations (bifactor, exploratory structural equation modeling [ESEM], and bifactor-ESEM [Bi-ESEM]). Bifactor models, ESEM, and Bi-ESEM are well-suited to address self-determination theory (SDT; Deci & Ryan, 2000 )-based research questions
An Intervention to Improve Teachers’ Interpersonally Involving Instructional Practices in High School Physical Education: Implications for Student Relatedness Support and In-Class Experiences
Cassandra Sparks, Chris Lonsdale, James Dimmock, and Ben Jackson
behavioral experiences. With the goal of understanding how PE teachers may encourage student motivation and physical activity outcomes, much of the research within this body of literature has been guided by principles outlined within self-determination theory (SDT; Ryan & Deci, 2000 ). SDT and Need Support
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
have highlighted the motivational strategies used by exercise professionals as a key factor in the promotion of higher quality motivation and subsequently sustained physical activity levels. 4 – 6 These studies were conducted within the framework of self-determination theory (SDT), and have
How Do Positive Psychological Constructs Affect Physical Activity Engagement Among Individuals at High Risk for Chronic Health Conditions? A Qualitative Study
Rachel A. Millstein, Jeff C. Huffman, Anne N. Thorndike, Melanie Freedman, Carlyn Scheu, Sonia Kim, Hermioni L. Amonoo, Margot Barclay, and Elyse R. Park
) and positive cognitions (eg, determination). While theories tend to emphasize positive emotions as a global construct, we sought to broaden understanding of the specific constructs to include additional and less commonly studied positive cognitions. Some research has examined interventions that target
