Self-Determination Theory and Nonlinear Pedagogy: An Approach to Exercise Professionals’ Strategies on Autonomous Motivation (Teoría de la autodeterminación y pedagogía no lineal: un enfoque de las estrategias de los profesionales del ejercicio sobre la m

Abstract

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.

Validation of Modified SOFIT+: Relating Physical Activity Promoting Practices in Physical Education to Moderate-to-vigorous Physical Activity in 5–6 Year Old Children

“…Discovery practice was associated with increased MVPA levels in children as hypothesized in our study with higher likelihood for children to engage in MVPA compared to Skill Practice but lower likelihood compared to Game Play and Fitness. This is in line with previous literature suggesting that creating conditions for children to be autonomous could lead to high motivation to engage in PA within PE (Zarazaga Raposo et al, 2020).…”

“…A variable called 'Discovery Practice' was added to the category Lesson Context to code time where children were invited by the teacher to explore different movement solutions creatively to meet a task or solve a movement challenge. The inclusion of the 'Discovery Practice' variable was made to recognize "production" teaching styles (Mosston & Ashworth, 2008) and Nonlinear Pedagogy approaches (Chow et al, 2011), which have been proposed to foster motivation toward engagement in PA (Zarazaga Raposo et al, 2020). Discovery practice is distinguishable from skill practice as children are given higher levels of autonomy over their movement task and the instructor/teacher does not necessarily explain or demonstrate specific movements required in the task (Chow & Atencio, 2014;Mosston & Ashworth, 2008).…”

Improvement of Executive Function Through Cognitively Challenging Physical Activity with Nonlinear Pedagogy In Elementary Schools

“…Nonlinear pedagogy is a potent paradigm for understanding human movement through the creation of effective learning, coaching, and training programs in sports, physical education, and exercise (Raposo et al, 2019;Stone et al, 2021). Learning's inherent complexity pedagogy focuses on the cognitive, the learning environment, and the teacher or trainer as a complex system of interactions.…”