The roles of perceived teacher support, motivational climate, and psychological need satisfaction in students' physical education motivation

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.     

Cultural differences in the relationships among autonomy support, psychological need satisfaction, subjective vitality, and effort in British and Chinese physical education

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.     

Relationships between intrinsic motivation, physical self-concept and satisfaction with life: a longitudinal study

In this study, we examined the relationships between intrinsic motivation, physical self-concept, and satisfaction with life using cross-lagged panel models analysed via structural equation models. The sample consisted of 293 participants (148 men, 145 women) aged 18-70 years who performed diverse types of physical exercise. Three alternative models were tested. The data were better represented by a model in which physical self-concept mediates the relationships between intrinsic motivation and satisfaction with life. Specifically, the direct effects of intrinsic motivation on physical self-concept, and of physical self-concept on satisfaction with life were significant, with the amount of explained variance increasing over time. In conclusion, people who perform physical exercise regularly, and who have fun over time will tend to have a better physical self-perception and, consequently, more psychological well-being.     

Childhood practice and play as determinants of adolescent intrinsic and extrinsic motivation among elite youth athletes

Abstract

The study empirically tested the postulate of the Developmental Model of Sport Participation (DMSP; Côté, J., Baker, J., & Abernethy, B. (2007). Practice and play in the development of sport expertise. In R. Eklund & G. Tenenbaum (Eds.), Handbook of sport psychology (pp. 184–202). Hoboken, NJ: Wiley) that diversified childhood self-led sport play will beneficially affect future, adolescent intrinsic motivation. Participants were 178 elite youth athletes (age 15.3?±?1.5 years) from several game and non-game sports; 117 were members of the federal state or national junior squad in their respective sport. A questionnaire measured current (adolescent) intrinsic and extrinsic motivation of the youth athletes using the Sport Motivation Scale (Pelletier, L. G., Fortier, M. S., Vallerand, R. J., Tuson, K. M., Brière, N. M., & Blais, M. R. (1995). Towards a new measure of intrinsic motivation, extrinsic motivation, and amotivation in sports: The sport motivation scale (SMS). Journal of Sport & Exercise Psychology, 17, 35–53) and their earlier volume of childhood engagement (through 12 years) in coach-led practice and self-led play in their respective main sport and other sports. Analyses revealed that adolescent intrinsic motivation was not significantly correlated with earlier childhood self-led sport activities, self-led play in particular, or childhood sports diversification. Furthermore, considering all different types of childhood sport activities together in multiple regression analyses, they did not provide meaningful explanatory power regarding adolescent intrinsic or extrinsic motivation. In summary, the results did not provide support for the postulate of the DMSP among elite youth athletes. The findings suggest that future research may seek to enable more robust empirical substantiation of the DMSP postulate.     

Antecedents of perceived coach autonomy supportive and controlling behaviors: coach psychological need satisfaction and well-being

Within the self-determination theory (Deci & Ryan, 2000) framework, research has considered the consequences of coaches' autonomy supportive and controlling behaviors on various athlete outcomes (e.g., motivation and performance). The antecedents of such behaviors, however, have received little attention. Coaches (N = 443) from a variety of sports and competitive levels completed a self-report questionnaire to assess their psychological need satisfaction, well-being and perceived interpersonal behaviors toward their athletes. Structural equation modeling demonstrated that coaches' competence and autonomy need satisfaction positively predicted their levels of psychological well-being, as indexed by positive affect and subjective vitality. In turn, coaches' psychological well-being positively predicted their perceived autonomy support toward their athletes, and negatively predicted their perceived controlling behaviors. Overall, the results highlight the importance of coaching contexts that facilitate coaches' psychological need satisfaction and well-being, thereby increasing the likelihood of adaptive coach interpersonal behavior toward athletes.     

Assessing perceived need support and need satisfaction in physical education: adaptation and validation with English students

This study aimed to validate an English version of Basic Psychological Needs Support Questionnaire (BPNSQ) and the Basic Psychological Needs in Physical Education Scale (BPN-PE) in the physical education context. Participants included 453 students aged between 12 and 17 years. For the BPNSQ, the hypothesized three-factor solution displayed high interfactor correlations (rs > 1), and a follow-up analysis indicated that the items were represented by a single need-support factor. For the BPN-PE, hypothesized three-factor solution was supported. Both scales were found invariant across gender, and the nomological validity was also demonstrated through the associations between factors of both scales. This study provides initial support for the use of the BPN-PE to assess psychological need satisfaction within the physical education context among English-speaking adolescents. The hypothesized three-factor structure of the BPNSQ was not supported and more research is needed to evaluate the English version in the physical education context.     

Relationships between talent development environments and mental toughness: The role of basic psychological need satisfaction

ABSTRACT

Although the talent development environment and mental toughness are critical for athletes to realise their athletic potential, there is a dearth of literature on whether the talent development environment can enhance mental toughness among those athletes who are identified with athletic potential (i.e., talented athletes). Drawing on self-determination theory (Deci & Ryan, 2000), this research examined the relationships between the talent development environment, basic psychological needs satisfaction and mental toughness. Talented athletes (n = 261) completed a survey measuring key features of the talent development environment, needs satisfaction and mental toughness. The results of structural equation modelling indicated that three environmental factors (i.e., long-term development focus, holistic quality preparation and communication) were positive predictors of needs satisfaction, which then positively predicted mental toughness. The talent development environment may be considered for promoting talented athletes’ mental toughness.     

大学生运动员完美主义与自尊及训练比赛满意感的关系

考察大学生运动员完美主义与自尊和训练比赛满意感之间的关系.以186名大学生运动员为被试,进行完美主义、自尊和训练比赛满意感的测量.结果发现,运动员完美主义的个人标准维度与自尊和训练比赛满意感呈显著正相关,而运动员完美主义的反复思考、关注错误、知觉父母压力和知觉教练压力与自尊和训练比赛满意感呈显著负相关关系:运动员完美主义的个人标准对预测大学生运动员的自尊起到显著的正向预测作用,反复思考和关注错误对预测大学生运动员的自尊起到显著的负向预测作用.运动员完美主义的反复思考、关注错误和知觉教练压力对预测大学生运动员的训练比赛满意感起到显著的负向预测作用.大学生运动员的完美主义在自尊的基础上对预测训练比赛满意感做出了新的贡献,可靠地解释了训练比赛满意感总方差的另5.6%.     

Predictors of intrinsic motivation among adolescent students in physical education

This study examined the relationships among social factors, individual differences, intrinsic motivation, and effort and persistence in the physical education context using cognitive evaluation theory as a framework. Female (n = 201) and male (n = 206) high school students completed measures of motivational climate, teaching style, perceived competence, self-determination, goal orientations, and intrinsic motivation. Teachers rated the students on effort and persistence in the class activities. Hypothesized relationships among the variables were tested using structural equation modeling. Results revealed that perceived competence and goal orientations directly predicted intrinsic motivation and mediated the effects of motivational climate and teaching style on intrinsic motivation. Intrinsic motivation directly predicted effort and persistence. Task goal orientation mediated the effects of learning climate on perceived competence and self-determination. The strongest predictors of intrinsic motivation and effort and persistence were task goal orientation perceived competence, and learning climate.     

Promoting additional activity in youth soccer: a half-longitudinal study on the influence of autonomy-supportive coaching and basic psychological need satisfaction

This study investigated the relationships between perceptions of coach autonomy support, basic psychological need satisfaction and the frequency at which youth soccer players engage in additional soccer activity outside of team sessions. We employed structural equation modelling to test a two-wave (T1 and T2) half-longitudinal study to see if basic psychological need satisfaction mediated the relationship between coach autonomy support and additional soccer activity across a competitive season. The sample consisted of 527 youth soccer players, aged 10–15 years. Results revealed moderate to strong temporal stability for autonomy, competence, relatedness and frequency of additional soccer activity. Furthermore, no support is offered for mediation as T1 coach autonomy support was not related to any of the three basic needs at T2 when accounting for their T1 levels. However, a positive relationship between T1 autonomy and T2 additional soccer activity emerged. This suggests that those who experience high levels of autonomy in the team setting at the start of the season report an increased frequency of additional activity at the end of the season. Results are discussed in light of the Self-Determination Theory and the Trans-Contextual Model.     

国内部分待安置退役运动员现状调查及孤独感、生活满意度分析

运用文献资料法、问卷调查法对2011年度国内部分省市的待安置退役运动员生活现状及其孤独感及生活满意度进行抽样调查分析。结果发现：有29%的运动员在退役5年后尚未找到合适的工作,有超过10%的退役运动员月收入低于1000元,退役运动员医疗、失业、工伤、养老保险参与率不足,社会保障不够完备。待安置退役运动员整体文化水平较低,缺乏对自身优势的认知;整体社会化程度普遍较低,且缺乏实现及时转型的动力和勇气。退役后心理落差较大,心理孤独感增强,而生活满意度呈下降趋势。受调查退役运动员自身发展动力不足,亟待得到更有力的政策支持及社会扶助。     

Effects of dispositional ability conceptions, manipulated learning environments, and intrinsic motivation on persistence and performance: an interaction approach

The present study used an interaction approach to investigate how individuals' dispositions about ability as incremental or fixed (entity), manipulated learning environments, and intrinsic motivation affect persistence and performance on a challenging, novel motor skill. Seventy-two female college students who were assigned to either an incremental or entity learning condition for instruction and practice completed questionnaires and attempted to learn the skill. The results indicated that participants oriented toward incremental beliefs were likely to be more intrinsically motivated. Participants who were intrinsically motivated were likely to perform better on a final skill test. The significant interaction effect on persistence suggests that participants who were highly intrinsically motivated in the incremental condition persisted longer than those in the entity condition.     

Self-controlled learning benefits: exploring contributions of self-efficacy and intrinsic motivation via path analysis

Research has shown learning advantages for self-controlled practice contexts relative to yoked (i.e., experimenter-imposed) contexts; yet, explanations for this phenomenon remain relatively untested. We examined, via path analysis, whether self-efficacy and intrinsic motivation are important constructs for explaining self-controlled learning benefits. The path model was created using theory-based and empirically supported relationships to examine causal links between these psychological constructs and physical performance. We hypothesised that self-efficacy and intrinsic motivation would have greater predictive power for learning under self-controlled compared to yoked conditions. Participants learned double-mini trampoline progressions, and measures of physical performance, self-efficacy and intrinsic motivation were collected over two practice days and a delayed retention day. The self-controlled group (M = 2.04, SD = .98) completed significantly more skill progressions in retention than their yoked counterparts (M = 1.3, SD = .65). The path model displayed adequate fit, and similar significant path coefficients were found for both groups wherein each variable was predominantly predicted by its preceding time point (e.g., self-efficacy time 1 predicts self-efficacy time 2). Interestingly, the model was not moderated by group; thus, failing to support the hypothesis that self-efficacy and intrinsic motivation have greater predictive power for learning under self-controlled relative to yoked conditions.     

Visiting Fortaleza: motivation,satisfaction and revisit intentions of spectators at the Brazil 2014 FIFA World Cup

The FIFA World Cup provides opportunities to attract visitors to host cities and for local residents to enjoy event-related celebrations. This paper directs attention to Fortaleza, in the north-east of Brazil, where a survey was conducted of 285 spectators to identify the relative importance of enjoyment and competitive outcomes as motives to attend games at the 2014 World Cup. The study also examined the relationship between motivation, event setting and event satisfaction and whether any differences in these relationships existed between local and visiting spectators. In the case of visitors to Fortaleza, factors that influence intentions to revisit the city were also examined. Although satisfaction did not have an impact on visitation intentions, visitors were strongly influenced by competitive motives associated with the team they support. In comparison, local residents were more motivated by event excitement. The need to recognize the propensities of different types of spectators and the complexity of the relationship between spectators and the event setting are discussed.     

The relationship between organizational support, work-family conflict, and the job-life satisfaction of university coaches

This study examined the relationship between organizational support, work-family conflict, and job and life satisfaction among coaches. Data from collegiate head coaches with families (N = 253) were gathered through a mailed questionnaire. Results from a series of covariance structure models indicated that a partially mediated model was the best fitting model, chi2 = (255, N = 253) 461.20, p <. 001; root mean error of approximation = . 05; comparative fit index = .95; parsimonious normed fit index = .71. In partial support of the study hypotheses, the results supported full mediation of the direct effect from organizational support to life satisfaction. Work-family conflict partially mediated the relationship between organizational support and job satisfaction. Job satisfaction partially mediated the effect of organizational support and work-family conflict to life satisfaction.     

Estimated maturity status and perceptions of adult autonomy support in youth soccer players

Abstract

In this study, we examined the relations between biological maturity status, body mass index, age, and perceptions of adult autonomy support in the context of youth soccer. A total of 70 female and 43 male soccer players, aged 9 – 15 years, completed three adult-specific versions (i.e. mother, father, coach) of the perceived autonomy support subscale from the Interpersonal Style Scale. The participants' percent predicted adult stature was used as an estimate of biological maturity status. Multiple linear regression analyses revealed that advanced maturity status in male players predicted lower perceptions of autonomy support from the coach. Maturity status was unrelated to perceptions of autonomy support from the coach in female soccer players, and paternal and maternal autonomy support in male and female players. Age and body mass index were unrelated to perceptions of adult (i.e. coach, mother, father) autonomy support in male and female players.     

基层田径运动训练的专类选材

以我国基层业余田径运动训练初级选材被选群体和12～16岁奥运后备人才培养基地(业余体校)在训运动员为主要研究对象,对基层业余田径运动选材进行了研究.首次提出了田径运动专类选材的概念,根据我国基层业余田径运动的训练特点,构建了基于专类的运动员选材指标体系和评价方法,对初级选材后的试训进行了分析与论述.在复选中引入"核心竞技能力"和"典型指标"概念,简化了复选指标体系,从操作层面上使复选更加符合基层业余训练选材工作的实际.     

Youth fitness testing: the effect of percentile-based evaluative feedback on intrinsic motivation

This study was a test of Deci and Ryan's (1985) cognitive evaluation theory in a fitness testing situation. More specifically, it was a test of Proposition 2 of that theory, which posits that external events that increase or decrease perceived competence will increase or decrease intrinsic motivation. Seventh and eighth grade schoolchildren (N = 105) volunteered for an experiment that was ostensibly to collect data on a new youth fitness test (the Illinois Agility Run). After two untimed practice runs, a specially adapted version of the Intrinsic Motivation Inventory (IMI) was administered as a pretest of intrinsic motivation. Two weeks later when subjects ran again, they were apparently electronically timed. In reality, the subjects were given bogus feedback. Subjects in a positive feedback condition were told their scores were above the 80th percentile, while those in a negative feedback condition were told their scores were below the 20th percentile. Those in a control condition received no feedback. The IMI was again administered to the subjects after their runs. Multivariate and subsequent univariate tests were significant for all four subscale dependent variables (perceived interest-enjoyment, competence, effort, and pressure-tension). Positive feedback enhanced all aspects of intrinsic motivation, whereas negative feedback decreased them. In a further test of cognitive evaluation theory, path analysis results supported the prediction that perceived competence would mediate changes in the other IMI subscales. Taken together, these results clearly support cognitive evaluation theory and also may have important implications regarding motivation for those who administer youth fitness tests.     

优秀运动员运动疲劳、社会支持与心理健康的相关关系

依据应激理论、消极训练应激反应模型理论,采用心理健康测查表(PHI)、运动员运动疲劳问卷、社会支持评定量表以及领悟社会支持量表对163名一级以上优秀运动员进行调查,运用SPSS10.0软件进行可靠性分析、皮尔逊相关分析和多元线性逐步回归分析(stepwise法)。结果显示:优秀运动员心理健康水平与运动疲劳程度密切相关,且多数因子之间相关系数达到了显著性水平,运动疲劳中的体力(情绪)耗竭是优秀运动员心理健康水平的重要预测因子;年龄、运动等级、经济条件、领悟家庭支持和心理健康是优秀运动员运动疲劳的重要预测因子;社会支持是训练应激过程中重要的外部"缓冲器",其中领悟家庭支持和主观支持起主要的调节作用。