Exploring the Relationships of Autonomy- supportive Climate, Psychological Need Satisfaction and Thwarting with Students’ Self-talk in Physical Education

Abstract

Aims: Based on the framework of the Self-determination Theory and focusing on the theory of Basic Psychological Needs, we explored the relationships between Physical Education (PE) teachers’ autonomy-supportive behaviors and students’ need satisfaction, need thwarting, and self-talk during the PE lesson.
 Methodology: Participants were 544 primary and secondary education Greek students (aged from 12 to 15 years), from nine elementary schools (n = 259) and eight secondary schools (n = 285) in central Greece, who completed a multi-section questionnaire.
 Results: Results revealed that PE teachers’ autonomy-supportive climate and need satisfaction was positively associated with positive self-talk and negatively associated with negative self-talk, whereas need thwarting was positively related to negative self-talk and negatively related to positive self-talk. Regression analyses revealed that autonomy-supportive climate and competence need thwarting were significant predictors (positive and negative, respectively) of students’ positive self-talk. Furthermore, autonomy and relatedness need satisfaction were negative predictors, whereas competence and relatedness need thwarting were positive predictors of students’ negative self-talk. 
 Conclusion: Overall, the findings suggest that when PE teachers create a class environment that supports students’ autonomy and the satisfaction of their BPN, while at the same prevents need thwarting, they can positively influence students’ self-talk.

Positive and negative spontaneous self-talk and performance in gymnastics: The role of contextual, personal and situational factors

“…On the other hand, and although they are not specific to the sporting context, in the educational field, there is also evidence that autonomy-supportive climate is positively related to students' positive self-talk and negatively to their negative self-talk [18].…”

Το Περιεχόμενο Και Οι Παράγοντες Διαμόρφωσης Της Αυτό-Ομιλίας Των Μαθητών/Τριων Στο Μάθημα Της Φυσικής Αγωγής

“…Παρόμοια ευρήματα έχουν καταγραφεί σε μια σειρά μελετών που έλαβαν χώρα στον αθλητισμό και στη ΦΑ (Amado, et al, 2019;Karamitrou, et al, 2017;Hatzigeorgiadis & Biddle, 1999;Zourbanos, et al, 2014), όπου διαπιστώθηκε ότι η ικανοποίηση των ΒΨΑ συνέβαλε στη ενίσχυση της θετικής αυτοομιλίας και τον περιορισμό της αρνητικής αυτο-ομιλίας αθλητών/μαθητών. Επιπλέον, από τις αναλύσεις βρέθηκε ότι η ματαίωση των ΒΨΑ σχετίστηκε θετικά με την αρνητική αυθόρμητη αυτο-ομιλία, αποτέλεσμα που έρχεται σε συνέπεια με πρόσφατη μελέτη στη ΦΑ (Brisimis, Krommidas, Galanis, Karamitrou, Syrmpas & Comoutos, 2020), επαληθεύοντας την 4 η ερευνητική υπόθεσή μας.…”