The Need-Relevant Instructor Behaviors Scale: Development and Initial Validation

Abstract

This article outlines the development and validation of the Need-Relevant Instructor Behaviors Scale (NIBS). Drawing from self-determination theory, the NIBS is the first observation tool designed to code the frequency and the intensity of autonomy-, competence-, and relatedness-relevant behaviors of exercise instructors. The scale also captures the frequency of need-indifferent behaviors. Methods: The behaviors of 27 exercise instructors were coded by trained raters on two occasions, before and after they received training in adaptive motivational communication. Results: Findings supported the structural validity and reliability of the scale. The scale's sensitivity to detect changes in frequency and intensity of need-relevant behaviors was also evidenced. Conclusions: The NIBS is a new tool that offers a unique, tripartite assessment of need-relevant behaviors of leaders in the physical activity domain.

Protocol for a gender-sensitised weight loss and healthy living programme for overweight and obese men delivered in Australian football league settings (Aussie-FIT): A feasibility and pilot randomised controlled trial

“…We will determine whether the intervention delivery style and content were as intended by coding audio recordings for need supportive strategies. 66 Specifically, this tool is designed to code the frequency and intensity of need supportive, indifferent and thwarting communication used by the coaches during session delivery. Audio recordings are used so that the coder can get a clearer indication of the qualities of delivery (eg, tone, sarcasm and so on), which are all important aspects of the motivational meaning of the communication style.…”

Exercise Promotion: Reviewing the Importance of Health Professionals’ Interpersonal Behaviors on Exercisers’ Basic Psychological Needs

“…These authors argue that unresponsiveness or passive behavior from an individual's social environment could elicit autonomy indifference (i.e., a feeling of disinterest in the perspectives, preferences and opinions displayed by the person in authority), competence indifference (i.e., a feeling of unresponsiveness or negligence in creating conditions that will foster progress) and relatedness indifference (i.e., a feeling of apathy or inattentiveness from the person in authority). Quested et al (2018) made a case that need indifferent behaviors are empirically different from either active need-supportive or need-thwarting behaviors, and from exercisers' perceptions of passive behaviors. Quested et al (2018) asserted that they had "personally experienced and also observed exercise class instructors employing ongoing rhetoric throughout class that lacked qualities that would support or thwart autonomy, competence, or relatedness" (p. 261).…”

“…Quested et al (2018) made a case that need indifferent behaviors are empirically different from either active need-supportive or need-thwarting behaviors, and from exercisers' perceptions of passive behaviors. Quested et al (2018) asserted that they had "personally experienced and also observed exercise class instructors employing ongoing rhetoric throughout class that lacked qualities that would support or thwart autonomy, competence, or relatedness" (p. 261). Bhavsar et al (2019) concluded that perceived need-indifference behaviors are also associated with needs frustration and, to a lesser extent, with perceived need-thwarting behaviors.…”

Evaluation of a 20-Month Physical Activity Intervention to Improve Motivational and Affective Outcomes Among Disadvantaged Adult Women

“…In spite of the importance of developing relatedness-support strategies at the beginning (Ntoumanis et al, 2020) to create a strong group, given the breakdown in group cohesion caused by low attendance rates during the second academic year, it is of paramount importance to keep the relatedness-support strategies during the whole intervention. The intensity of relatedness-supportive behaviors of exercise instructors could be effective to overcome two of the major problems in this population (i.e., low attendance rates and high attrition; Craike et al, 2018; Quested et al, 2018). Moreover, the women also progressively perceived competence and autonomy support from their instructor during the intervention.…”