According to the Self-Determination Theory, perceived job pressures can coerce professionals to develop more controlled motivations towards their work, and consequently increase the probability of using controlling motivational strategies. This study sought to analyze work-related motivations as mediators between two types of perceived job pressures: organizational constraints and perceptions of clients’ controlled motivation and the use of controlling motivational strategies by exercise professionals. Using a cross-sectional design, involving 366 exercise professionals (172 women), mediation paths were assessed following Preacher and Hayes statistical procedures. Models were adjusted for gender, work experience (years), and the internal tendency to feel events as pressuring. Organizational constraints were associated with lower autonomous motivation for work and the use of controlling strategies. Perceptions of clients’ controlled motivation were associated with work-related amotivation and the use of controlling strategies. Amotivation mediated the association between organizational constraints and controlling strategies. Overall, results support theoretical predictions and previous research, extending it to the exercise domain, highlighting the interplay between job pressures, work-related motivations, and the use of controlling strategies. The understanding of what influences exercise professionals’ motivation, and consequently the motivational strategies they use, is of paramount importance for exercise promotion and the benefit of those who seek their expert guidance.

Abstract. Promoting adherence to exercise, especially in a long-term, remains a critical issue in fitness and wellness (F&W) context. Self-Determination Theory (SDT) and Non-Linear Pedagogy (NLP) have progressively established themselves as valid backgrounds for intervention in F&W context. Analysing the assumptions of both, seems to reveal points of contact and complementarities yet to be explored through experimental research. Autonomy, competence and relatedness are basic psychological needs (BPN) that motivational strategies based on SDT seek to satisfy, aiming autonomous self-regulation for exercise. NLP practice is centered in the performer-environment system exhibiting tasks that should be representative of the context of performance with adaptive variability; tasks should be simplified rather than decomposed. Task, individual and environmental constraints are considered and manipulated to guide the performer through a learning process according to the individual differences, promoting cooperation and stimulating decision. Research has demonstrated the determining importance of the type of exercise professionals’ motivational practices, leading to a positive or negative impact on practitioners. These strategies may involve the diagnostic of action capabilities, and the use of Motivational Interview (MI) principles to facilitate the goal-setting process, manipulating task constraints, and using instructions as task constraints. The purpose of this manuscript is to discuss possibilities on how NLP can target autonomous motivation, based on SDT, resulting in a landscape of affordances for exercise and daily activities that promote autonomous motivation in the F&W context. To our better knowledge, NLP has never been considered neither in the scope of F&W, or as a facilitator of autonomous motivation.Resumen. Promover la adhesión al ejercicio, es un problema en la condición física y bienestar (CF&B). La teoría de la autodeterminación (TAD) y pedagogía no lineal (PNL) se han consolidado como válidos para la intervención en la CF&B. Ambos parecen tener puntos de contacto y complementariedades aún por explorar a través de la investigación. La autonomía, competencia y relación son necesidades psicológicas básicas que las estrategias motivacionales basadas en TAD buscan satisfacer, con vista a la regulación autónoma para el ejercicio. La PNL se centra en el sistema de entorno del ejecutante que presenta tareas representativas del contexto con variabilidad adaptativa; Las tareas deben simplificarse y no descomponerse. Las restricciones de tareas, individuales y ambientales se manipulan para guiar al ejecutante a través de un proceso de aprendizaje de acuerdo con diferencias individuales, promoviendo la cooperación y estimulando la decisión. Se ha demostrado la importancia de estas prácticas motivacionales de profesionales y su impacto positivo o negativo. Estas estrategias pueden implicar con el diagnóstico de capacidades de acción, y el uso los principios de la entrevista motivacional (EM) para facilitar el estabelecimiento de objetivos, manipulando las restricciones de tareas y utilizando las instrucciones como restricciones. El propósito de este manuscrito es discutir cómo puede la PNL enfocarse en la motivación autónoma, basada en el TAD, dando como resultado los recursos para el ejercicio y actividades diarias que promueven la motivación autónoma en la CF&B. Para nuestro conocimiento, la PNL nunca ha sido considerada en el CF&B, ni como facilitadora de la motivación autónoma.

Grounded on Self-Determination Theory, this study aimed to translate, adapt and validate the Perceived Environmental Supportiveness Scale (PESS) in a sample of Portuguese physical education students. Methods: The global sample was comprised of 964 students (518 females), divided in two groups: the calibration (n = 469) and the validation one (n = 483), all of them enrolled in two Physical Education (PE) classes/week. Results: The analysis provided support for a one factor and 12 items model, which are in line with the values adopted in the methodology (χ² = 196.123, df = 54, p = <.001, SRMR = .035, NNFI = .943, CFI = .954, RMSEA = .074, 90% CI .063-.085). Results express that the models are invariant in all analysis (i.e., calibration vs. validation, male vs. female, and 3rd vs. secondary cycle; three and single factor models). Conclusion: The present study suggests that the PESS with one factor and 12 items has good psychometric properties and can be used to assess perceived need supportive motivational environments provided by PE teachers. Additionally, invariance analysis showed support for the use of the scale in both genders and in the 3rd and secondary cycles.