; a component that has been recognized as an important concept to explain a healthy engagement in sport is the satisfaction of three fundamental basic psychological needs ( Deci & Ryan, 2000b ). Basic needs theory (BNT), a mini-theory within the SDT framework, proposes that the fundamental basis for
Sofie Kent, Kieran Kingston and Kyle F. Paradis
Chunxiao Li, Ngai Kiu Wong, Raymond K.W. Sum and Chung Wah Yu
investigating the relationship between mindfulness and attitudes toward the inclusion of students with ASD. The Role of Basic Psychological Needs Satisfaction It is important to understand the underlying process between mindfulness and attitudes toward students with ASD. One possible and promising approach is
Lindley McDavid, Meghan H. McDonough, Bonnie T. Blankenship and James M. LeBreton
( Ford & Lerner, 1992 ; Larson, 2006 ; Weiss et al., 2008 ). Basic psychological needs theory ( Deci & Ryan, 2000 ), a subtheory of self-determination theory, provides a well-supported framework that explains how social relationships can support well-being. Social relationships are situated as
Tsz Lun (Alan) Chu, Tao Zhang, Katherine T. Thomas, Xiaoxia Zhang and Xiangli Gu
in different psychosocial and motivational processes in PE across gender, especially among minority children, would inform PE teachers about practical strategies that can enhance boys’ and girls’ motivation more effectively. Basic Psychological Needs Self-determination theory (SDT; Deci & Ryan, 1985
Symeon P. Vlachopoulos, Ermioni S. Katartzi and Maria G. Kontou
The present study reported on the modification of the Basic Psychological Needs in Exercise Scale (Vlachopoulos & Michailidou, 2006) to assess students’ psychological need fulfillment in elementary school, middle school, and high school compulsory physical education classes. Data were collected from 817 5th and 6th grade students, 862 middle school students and 844 high school students, boys and girls. The findings supported an a priori correlated 3-factor structure of the Basic Psychological Needs in Physical Education scale (BPN-PE) with strong internal reliability for all three school grade levels. Support was also obtained for the nomological validity of the scale responses. Further, measurement invariance emerged for BPN-PE scores across boys and girls and across students who participated or not in out-of-school sports within each school grade level as well as across all three school grade levels.
Valérian Cece, Noémie Lienhart, Virginie Nicaise, Emma Guillet-Descas and Guillaume Martinent
, 2015 ). This article aims to explore and understand individual differences in motivation profiles across time and the effects of satisfaction and thwarting of basic psychological needs (BPNS and BPNT) on these profiles across the competitive season. Among the several motivational theories proposed
Guillaume Martinent, Emma Guillet-Descas and Sophie Moiret
Using self-determination theory as the framework, we examined the temporal ordering between satisfaction and thwarting of basic psychological needs and motivation. We accomplished this goal by using a two-wave 7-month partial least squares path modeling approach (PLS-PM) among a sample of 94 adolescent athletes (M age = 15.96) in an intensive training setting. The PLS-PM results showed significant paths leading: (a) from T1 satisfaction of basic psychological need for competence to T2 identified regulation, (b) from T1 external regulation to T2 thwarting and satisfaction of basic psychological need for competence, and (c) from T1 amotivation to T2 satisfaction of basic psychological need for relatedness. Overall, our results suggest that the relationship between basic psychological need and motivation varied depending on the type of basic need and motivation assessed. Basic psychological need for competence predicted identified regulation over time whereas amotivation and external regulation predicted basic psychological need for relatedness or competence over time.
Jacquelyn Paige Pope and Craig Hall
This study tested the degree to which coaches’ basic psychological need fulfillment and identity prominence were associated with their positive affect, commitment, and intentions to persist. In total, 413 coaches with an average of 14 years’ experience served as participants and completed an online survey that included six sections: Demographics, basic psychological needs, identity prominence, positive affect, commitment, and intentions to persist. The present study findings provide initial support for the links from coaches’ basic psychological needs and identity prominence to their positive affect and commitment. In contrast, the findings did not provide support for the relationship between coaches’ basic psychological need fulfillment and their intentions to persist or the association between their identity prominence and intentions to persist. The results offer an explanation of the mechanisms that may play a role in facilitating coaches’ optimal functioning.
Ken Hodge and Daniel F. Gucciardi
The purpose of this investigation was to examine whether the relationships between contextual factors and basic psychological needs were related to antisocial and prosocial behavior in sport. A two-study project employing Bayesian path analysis was conducted with competitive athletes (Study 1, n = 291; Study 2, n = 272). Coach and teammate autonomy-supportive climates had meaningful direct relations with need satisfaction and prosocial behavior. Coach and teammate controlling climates had meaningful direct relations with antisocial behavior. Need satisfaction was both directly and indirectly related with both prosocial and antisocial behavior, whereas moral disengagement was directly and indirectly related with antisocial behavior. Overall, these findings reflected substantial evidence from the literature on self-determination theory that autonomy-supportive motivational climates are important environmental influences for need satisfaction, and are important correlates of prosocial behavior in sport, whereas controlling coach and teammate climates, along with moral disengagement, were important correlates of antisocial behavior in sport.
Krystn Orr, Katherine A. Tamminen, Shane N. Sweet, Jennifer R. Tomasone and Kelly P. Arbour-Nicitopoulos
the six minitheories within SDT—basic psychological needs, cognitive evaluation, and organismic integration—are central to understand the meaning individuals’ place on their sport participation. According to cognitive evaluation theory, the social context can either support (e.g., a coach providing an