Using basic psychological needs theory (BPNT; Ryan & Deci, 2000) as our guiding framework, we explored cultural differences in the relationships among physical education students’ perceptions of teacher autonomy support, psychological need satisfaction, subjective vitality and effort in class. Seven hundred and fifteen students (age range from 13 to 15 years) from the U.K. and Hong Kong, China, completed a multisection inventory during a timetabled physical education class. Multilevel analyses revealed that the relationships among autonomy support, subjective vitality and effort were mediated by students’ perceptions of psychological need satisfaction. The relationship between autonomy support and perceptions of competence was stronger in the Chinese sample, compared with the U.K. sample. In addition, the relationship between perceptions of relatedness and effort was not significant in the Chinese students. The findings generally support the pan-cultural utility of BPNT and imply that a teacher-created autonomy supportive environment may promote positive student experiences in both cultures.
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
Jeeyoon Kim and Jeffrey D. James
spectating, and sport media viewing can be such activities. Therefore, need fulfillment is adopted as a key construct to help explain SWB effects in sport consumption. We posit that psychological needs for detachment-recovery, autonomy, achievement, and belonging can be fulfilled through sport consumption
Johannes Raabe, Katrin Schmidt, Johannes Carl and Oliver Höner
-being; Cheval, Chalabaev, Quested, Courvoisier, & Sarrazin, 2017 ). According to Ryan and Deci ( 2017 ), these positive outcomes can be nurtured by satisfying the inherent basic psychological needs of competence (i.e., feeling capable of being physical active); autonomy (i.e., having a certain amount of choice
Meghan H. McDonough and Peter R.E. Crocker
Self-determination theory suggests that when psychological needs for autonomy, competence, and relatedness are met, participants experience more self-determined types of motivation and more positive outcomes. Limited research has examined this mediational role of self-determined motivation in adult physical activity participants, and very few studies have included assessments of relatedness. This study tested the hypothesis that self-determined motivation would mediate the relationship between psychological need fulfilment and affective and behavioral outcomes. Adult dragon boaters (N = 558) between the ages of 19 and 83 completed a questionnaire on motivational aspects of dragon boating. Competence, relatedness, and autonomy all significantly predicted self-determined motivation, but self-determined motivation only partially mediated their relationship with positive and negative affect. These findings demonstrate the importance of all three needs in adult activity motivation and suggest that the relationships between needs, self-determination, and outcomes may be complex.
Suzete Chiviacowsky and Helena Thofehrn Lessa
Granting learners autonomy over certain aspects of the practice context—for example, by providing them with the opportunity to choose when to receive augmented feedback or observe a model—has been consistently shown to facilitate the acquisition of motor skills in several populations. However, studies investigating the provision of autonomy support to older adults remain scarce. The purpose of the present experiment was to investigate the effects of providing choice over feedback on motor learning in older adults. Participants were divided into two groups, choice and no-choice, and practiced 36 trials of a linear positioning task. Before each block of six trials, participants from the choice group were given the choice to control, or not, when to receive feedback in the block. No-choice group participants received feedback according to the same schedule as their choice group counterparts, but they could not choose when to receive it. Two days later, participants of both groups performed retention and transfer tests. The choice group demonstrated lower absolute error scores during transfer compared with the no-choice group. The findings reinforce outcomes of previous autonomy support studies and provide the first evidence that choice over feedback can enhance the learning of motor skills in older adults.
Fraser Carson and Remco C. J. Polman
The aim of this case study was to investigate the emotional factors and coping strategies used by a professional rugby union player during rehabilitation from anterior cruciate ligament (ACL) injury. A dominant (qualitative) - less dominant (quantitative) mixed methodological approach was established concurrent with the athlete’s rehabilitation. Twice monthly interviews and a self-report diary were completed throughout the rehabilitation process. Six questionnaires were used to assess specific aspects of injury rehabilitation identified from previous literature, including emotional response, coping, social support, and perceived autonomy. Content analysis of each phase of the rehabilitation process established 34 higher-order themes split into two general dimensions: Influential Emotions or Coping Strategies. Findings highlight the benefit of problem-focused coping to improve autonomy and confidence. A sequential movement through a series of emotions (shock, depression, relief, encouragement, and confidence building) was also identified.
Anne Cox and Lavon Williams
Research illustrates the positive roles of perceived competence, autonomy, and mastery climate and the negative role of performance climate in student motivation in physical education. Less research has examined perceptions of relationships within this setting (i.e., perceived teacher support and relatedness) and their role in student motivation. The purpose of this study was to test the mediating roles of perceived competence, autonomy, and relatedness in the relationship between social contextual factors and motivation in physical education students (N = 508). Results from structural equation modeling showed that perceived competence, autonomy, and relatedness partially mediated the relationship between perceived teacher support and self-determined motivation and that mastery climate related directly to self-determined motivation. The results highlight the importance of perceived teacher support, mastery climate, and relatedness to motivation in physical education.
Sachi Ikudome, Kou Kou, Kisho Ogasa, Shiro Mori and Hiroki Nakamoto
studies have shown that practice schedules incorporating some degree of self-control, or autonomy, can positively impact the acquisition of motor skills. Specifically, the learning of motor skills is facilitated if learners are allowed to make choices about the timing of delivery of extrinsic feedback (e
Kimberley J. Bartholomew, Nikos Ntoumanis, Richard M. Ryan and Cecilie Thøgersen-Ntoumani
Research in self-determination theory (Ryan & Deci, 2002) has shown that satisfaction of autonomy, competence, and relatedness needs in sport contexts is associated with enhanced engagement, performance, and well-being. This article outlines the initial development of a multidimensional measure designed to assess psychological need thwarting, an under-studied area of conceptual and practical importance. Study 1 generated a pool of items designed to tap the negative experiential state that occurs when athletes perceive their needs for autonomy, competence, and relatedness to be actively undermined. Study 2 tested the factorial structure of the questionnaire using confirmatory factor analysis. The supported model comprised 3 factors, which represented the hypothesized interrelated dimensions of need thwarting. The model was refined and cross-validated using an independent sample in Study 3. Overall, the psychological need thwarting scale (PNTS) demonstrated good content, factorial, and predictive validity, as well as internal consistency and invariance across gender, sport type, competitive level, and competitive experience. The conceptualization of psychological need thwarting is discussed, and suggestions are made regarding the use of the PNTS in research pertaining to the darker side of sport participation.