Predictors of Intrinsic Motivation among Adolescent Students in Physical Education

Ferrer-Caja, Emilio; Weiss, Maureen R.

doi:10.1080/02701367.2000.10608907

Cited by 268 publications

(225 citation statements)

References 31 publications

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“…This finding is consistent with previous research in physical education (Ferrer-Caja & Weiss, 2000;Ntoumanis, 2001;Standage et al, 2003) where perceived competence has emerged as a crucial construct in predicting self-determined motivation. Deci and Ryan (1985) argue that the relative impact of each psychological need will vary depending on the functional significance of the situation.…”

Section: Need Satisfaction and Well-beingsupporting

confidence: 83%

Dimensions of Coaching Behavior, Need Satisfaction, and the Psychological and Physical Welfare of Young Athletes

Reinboth

Duda²,

Ntoumanis³

2004

Motivation and Emotion

397

328

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Grounded in self-determination theory (Deci & Ryan, 2000), the purpose of this study was to examine the relationship of dimensions of coaching behavior to intrinsic need satisfaction and indices of psychological and physical well-being among male adolescent athletes. Participants were 265 British soccer and cricket players (M age = 16.44).Structural equation modeling analysis, using maximum likelihood robust method, showed athletes' perceptions of autonomy support, mastery focus, and social support from the coach to predict their satisfaction of the needs for autonomy, competence and relatedness respectively. The satisfaction of the need for competence emerged as the most important predictor of psychological and physical well-being. The findings suggest that particular aspects of the social environment may be salient for fostering particular psychological needs. The results also underline the importance of perceived competence for the psychological and physical welfare of adolescents in team sports. Mental and Physical Welfare of Young Athletes 3Dimensions of Coaching Behavior, Need Satisfaction, and the Psychological and Physical Welfare of Young AthletesIn today's world of sport, pain rather than pleasure is often presented as the hallmark of what the motivated young athlete should feel. In quest of "the right body", many athletes starve themselves to be lighter or thinner, or inflate their body size via banned substances. Over-training in the pursuit of higher performance, although often leading to burnout and overuse injuries, is part of the sport experience for a number of sport participants (Gould, Udry, Tuffey, & Loehr, 1996). The literature suggests that the different social contexts manifested in sporting programs and, in particular, the behavior and interpersonal style of the coach, can play a major role in shaping the potential psychological, emotional, and physical effects (both positive and negative) of sport involvement (Duda, 2001;Smoll & Smith, 2002).One theoretical approach that may shed light on the potential implications of different aspects of the social environment in sport on the well-being of athletes is selfdetermination theory (SDT) (Deci & Ryan, 1985. Recently a sub-theory within SDT, termed basic needs theory (BNT) (Ryan & Deci, 2002), has been formalized to clarify the meaning of the concept of basic needs and their relevance to mental and physical health. BNT assumes three needs to be essential for the nurturance and growth of the human psyche: namely the psychological needs for autonomy, competence, and relatedness. The satisfaction of the need for autonomy involves the experience of choice and the feeling that one is the initiator of one's own actions (deCharms, 1968). The satisfaction of the need for competence is fulfilled by the experience that one can effectively bring about desired effects and outcomes (White, 1959). Satisfaction of the relatedness need pertains to feeling that one is securely connected to and understood by others (Baumeister & Leary, 1995). According ...

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Section: Need Satisfaction and Well-beingsupporting

confidence: 83%

Dimensions of Coaching Behavior, Need Satisfaction, and the Psychological and Physical Welfare of Young Athletes

Reinboth

Duda²,

Ntoumanis³

2004

Motivation and Emotion

397

328

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“…La competición es un rasgo pertinente de muchos juegos deportivos (juegos tradicionales o deportes) y su aplicación en el ámbito educativo puede repercutir positiva o negativamente sobre el bienestar socioemocional de los alumnos en función de cuál sea su uso (Digelidis, Papaioannou, Laparidis, & Christodoulidis, 2003;Ferrer-Caja & Weiss, 2000;Hromek & Roffey, 2009;Lundqvist, 2011;Morgan, Kingston, & Sproule, 2005). Entendemos competición motriz como "aquella situación objetiva de enfrentamiento motor en la que uno o más individuos realizan una tarea motriz sometida obligatoriamente a reglas que definen sus obligaciones, su funcionamiento, y muy especialmente los criterios de éxito y fracaso" (Parlebas, 2001, p. 79).…”

Section: Introductionunclassified

Emotional Physical Education in adolescents. Identifying predictors of emotional experience

Duran¹,

Burgués²,

Salas³

et al. 2015

CCD

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ResumenLos juegos deportivos son recursos pedagógicos de primer orden cuando se trata de educar competencias emocionales orientadas a la mejora del bienestar socioemocional del alumnado. Esta investigación examinó la capacidad predictiva de seis variables dominio acción motriz (familia de juegos), competición (presencia o ausencia), género (masculino y femenino), tipo de emoción (trece emociones organizadas en positivas, negativas y ambiguas) e historial deportivo (con o sin historial) para explicar la intensidad emocional suscitada en la práctica de juegos deportivos. Participaron 220 estudiantes de ESO y Bachillerato de 5 centros educativos de las regiones de Cataluña y Valencia. Se realizaron 2 sesiones con juegos con o sin competición de los cuatro dominios de acción motriz. Tras finalizar cada juego los alumnos respondieron la escala validada Games and emotions Scale (GES) para identificar la intensidad de trece emociones básicas. El análisis de los datos se realizó mediante la técnica estadística de árboles de clasificación. Entre los hallazgos obtenidos destacamos: los juegos deportivos generan intensidades elevadas de emociones positivas. El tipo de juego (dominio) y la competición son las principales variables predictivas de la alegría, el humor y la felicidad. Las emociones negativas registraron los valores menos intensos. La competición (derrota) y el historial deportivo (disponer de antecedentes deportivos) fueron las principales variables predictivas de la ira y la ansiedad. El género (chicos) y el historial deportivo (con historial) fueron las principales variables predictivas del rechazo. Este estudio aporta criterios sobre la utilización del juego deportivo en programas de educación física emocional en adolescentes.Palabras clave: Educación secundaria, juego deportivo, emociones, árboles de clasificación. AbstractSports games are first-rate teaching resources in relation to the education of emotional skills used to improve the socio-emotional welfare of students. This research tested the predictive capacity of six motive action domain variables (family of games), competition (presence or absence), gender (masculine or feminine), type of emotion (thirteen emotions classified under positive, negative and ambiguous) and sporting history (with or without records) to explain the emotional intensity achieved by sports games practice. Two hundred and twenty students of ESO and Bachillerato from 5 schools in Catalonia and Valencia took part in the study. Two sessions with games with or without competition of the four motive action controls were carried out. After finishing each game, the students answered the validated Games and Emotions Scale (GES) to identify the intensity of thirteen basic emotions. The analysis of the data was made using the classification tree statistical method. Key findings highlight that sports games generate a high intensity of positive emotions. The type of game (control) and competition are the main predictive variables of joy, mood and happiness. Negative emotions were record...

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“…Traditionally these studies have analyzed, on the one hand, the effects of the goal orientation on motivation and, on the other hand, the importance of the motivational climates for the motivational patterns of the individuals, without considering that both elements should be studied together because one is the cause of the other (2). Only very recently, studies of both sport and PE (23,27,54) have used causal designs to analyze the influence of the motivational climate on task orientation, intrinsic motivation, satisfaction with the practice, and the intention to continue practicing. In spite of the fact that the results of these studies are very encouraging and confirm the importance that motivational climates have on the motivational patterns of the athletes or students, more research is needed with different samples in order to confirm the previous results.…”

mentioning

confidence: 99%

Influence of the motivational climate in physical education on the intention to practice physical activity or sport

Escartí

Gutiérrez

2001

European Journal of Sport Science

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This study is based on the achievement goal theory and intended to verify the effects of the motivational climate of the physical education (PE) on students' motivation, interest, and intention to practice physical activity or sport. In order to meet these objectives, 975 participants, from 13 to 18 years of age, completed the following instruments: PECCS, TEOSQ, IMI, Satisfaction Scale, and the Intention to Practice Physical Activity or Sport. The data were analyzed by means of Structural Equation Modeling (SEM). The results confirmed that the mastery dimension of motivational climate has an influence, directly or indirectly, on task orientation, the three dimensions of intrinsic motivation-interest, perceived competence, and satisfaction-and the intention to practice physical activity or sport, in contrast to ego orientation. On the other hand, the comparison dimension of the motivational climate demonstrated specific effects on each of the variables analyzed, increasing the tension-pressure and negatively affecting the enjoyment and interest of the students. Therefore, in PE, a motivational climate oriented more toward mastery, rather than a competitive climate, should be promoted.Key Words: motivational climate, physical education classes, goal orientation, intrinsic motivation, intention to practice physical activity Key Points:•The mastery dimension of motivational climate, pursuit of progress by pupils, has a direct influence on task orientation.•The comparison dimension of motivational climate, pursuit of comparison by pupils, has a direct influence on ego orientation.•The mastery dimension of motivational climate has an indirect influence on intention to practice.•The comparison dimension of motivational climate, worries about mistakes, has a direct influence on tension-pressure and an indirect influence on intention to practice. IntroductionIn the area of physical education (PE) and sport sciences, one of the topics of study that has aroused great interest in the last decade is the study of the motivational climate that teachers create in their classes, as well as the implications that this climate has on the motivation and intention of the students to practice sport or do exercise. PE can be a very appropriate context in which to encourage young people to practice sport or do exercise at the present time and promote future physical activity or sport habits. The intention expressed by students to practice sport or Escartí and Gutiérrez physical activity can be both a good indicator of the motivation toward this activity as well as a strong predictor of this behavior (28).The most widely used theory in the last two decades to analyze the motivational processes in sports and educational contexts has been the achievement goal theory (1,2,22,30,33,34). This theory considers that people in achievement situations wish to demonstrate competence and that this desire leads them to develop two fundamental achievement goals, one related to selfreferenced parameters (task orientation), and the other with competiti...

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Predictors of Intrinsic Motivation among Adolescent Students in Physical Education

Cited by 268 publications

References 31 publications

Dimensions of Coaching Behavior, Need Satisfaction, and the Psychological and Physical Welfare of Young Athletes

Dimensions of Coaching Behavior, Need Satisfaction, and the Psychological and Physical Welfare of Young Athletes

Emotional Physical Education in adolescents. Identifying predictors of emotional experience

Influence of the motivational climate in physical education on the intention to practice physical activity or sport

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