Self-determination theory applied to physical education: A systematic review and meta-analysis.

Abstract

In this review we examine the evidence regarding self-determination theory within the school physical education context. We applied a multilevel structural equation modeling approach to meta-analyze data from a systematic review that identified 265 relevant studies. In line with theory, autonomous motivation was positively correlated with adaptive outcomes and negatively correlated with maladaptive outcomes. Introjected regulation was modestly correlated with both adaptive and maladaptive outcomes. External regulation and amotivation both showed negative relationships with adaptive outcomes, and positive relationship with maladaptive outcomes. Also supporting SDT, autonomy, competence, and relatedness satisfactions were strongly correlated with autonomous student motivation, and less strongly, but still positively, correlated with introjected regulation. Weak negative correlations were found between autonomy, competence, and relatedness and external regulation. Amotivation had moderate negative correlations with needs satisfaction. Findings further revealed that teachers more greatly impact classroom experiences of autonomy and competence, whereas relatedness in physical education is associated with both peer and teacher influences. Educational Impact and Implications StatementWe found that the different types of motivation identified in SDT differentially predict student outcomes in predicted ways, and that these motivations are systematically associated with instructor supports for students' basic psychological needs. Although teachers can support all three students' psychological needs, teachers appear to have greater influence on students' autonomy and competence, whereas peers seem to have more impact on students' relatedness. These results have implications for the design of teacher and peer focused interventions.

Understanding Physical Activity Intentions in Physical Education Context: A Multi-Level Analysis from the Self-Determination Theory

“…In this study we found that students who highly satisfied their needs for autonomy, competence, and relatedness are more likely to engage in PE class-related activities for self-determined motives, and that they are also less likely to feel amotivated. These findings support our hypothesis 1, and are consistent with SDT postulates [5] and previous studies [6], which emphasize the important role of need satisfaction in PE context. Therefore, PE teachers should allocate their resources on developing such teaching strategies that will satisfy students' autonomy, competence, and relatedness needs.…”

“…Finally, the lowest level of self-determination is amotivation, defined by the absence of intentions to undertake a behavior either because of helplessness or lack of interest; when amotivated, a subject does not know exactly why he or she keeps practicing. Previous studies in PE have shown autonomous motivation to relate to positive outcomes, such as effort, vitality, and intentions to undertake extracurricular PA, whereas controlled motivation and amotivation have been related to negative consequences, such as boredom or unhappiness [6].…”

“…The need for autonomy refers to feelings of volition and the sense that one has personal control over one's own behaviors; the need for competence represents a sense of being successful when dealing with a task; the need for relatedness is defined by feelings of connection and belongingness within the social context. Several studies conducted in the PE context have shown that who satisfied their needs report more autonomous and less controlled motivation or amotivation [6].…”

“…Finally, to satisfy their students' need for relatedness, PE teachers should create learning environments that promote feelings of inclusion, integration, trust, and respect among their students and between themselves and their students [8]. Previous studies have found that students who perceive the learning environment of the PE class as need-supportive show greater need satisfaction and in turn more autonomous motivation, less amotivation, and more intentions to increase their PA levels by undertaking for instance some out-of-school sport activities [6].…”

The German Basic Psychological Needs Satisfaction in Physical Education Scale: Adaption and Multilevel Validation in a Sample of Sixth-Grade Girls

“…In the context of PE, researchers have proven the positive correlations between support and satisfaction of BPN [11,12], which was recently underlined by a meta-analysis by Vasconcellos et al [10]. BPN satisfaction (BPNS) in turn leads to autonomous forms of motivation [13].…”