The Perception of the Autonomy Supportive Behaviour as a Predictor of Perceived Effort and Physical Self-esteem among School Students from Four Nations

Abstract

Grounded in self-determination theory (SDT), this study tested a model of motivational sequence in which perceived autonomy support from teachers in a physical education (PE) context predicted the perceived effort and physical self-esteem via self-determined motivation in school students. School students aged 12 to 16 years from Estonia (N = 816), Lithuania (N = 706), Hungary (N = 664), and Spain (N = 922) completed measures of perceived autonomy support from PE teachers, need satisfaction for autonomy, competence, relatedness, self-determined motivation, perceived effort and physical self-esteem. The results of the structural equation model (SEM) of each sample indicated that the students' perceived autonomy support from the teacher was directly related to effort and indirectly via autonomous motivation, whereas physical self-esteem was related indirectly. Confirmatory factor analyses and multi-sample structural equation revealed well-fitting models within each sample with the invariances of the measurement parameters across four nations. The findings support the generalizability of the measures in the motivational sequence model to predict perceived effort and physical self-esteem. KEY WORDS perceived autonomy support, physical self-esteem, effort, physical education ORIGINAL SCIENTIFIC PAPER

Perceived Effort in Football Athletes: The Role of Achievement Goal Theory and Self-Determination Theory

“…Moreover, perceptions of BPNs have been associated with higher ratings of perceived effort, both through direct and indirect effects (Standage et al, 2005; Hein et al, 2018) and, regarding environmental characteristics, autonomy-supportive behaviors by the teacher/coach have been associated with greater effort in several sport-related contexts and intentions to maintain future sports practice (Pelletier et al, 1995; Reeve et al, 2002; Standage et al, 2006). …”

“…Still in line with this particular behavioral outcome, higher levels of SDM have shown positive associations with perceived effort, particularly when considering the influence of intrinsic motivation ( Pelletier et al, 1995 ; Pope and Wilson, 2012 ). Moreover, perceptions of BPNs have been associated with higher ratings of perceived effort, both through direct and indirect effects ( Standage et al, 2005 ; Hein et al, 2018 ) and, regarding environmental characteristics, autonomy-supportive behaviors by the teacher/coach have been associated with greater effort in several sport-related contexts and intentions to maintain future sports practice ( Pelletier et al, 1995 ; Reeve et al, 2002 ; Standage et al, 2006 ).…”

A Content Analysis of Published Articles in Montenegrin Journal of Sports Science and Medicine from 2012 to 2018

“…In the Montenegrin Journal of Sports Science and Medicine, works from sports methodology, pedagogy and anthropo-motoric and anthropometry are also presented: "Metric Characteristics of One Battery of Motor Measuring Instruments" (Jaksic, Matic, & Cvetkovic, 2013), "Th e Coaching Process in Football -A qualitative perspective" (Sarmento, Pereira, Anguera, Campaniço, & Leitão, 2014) (Chia, Chen, & Suppiah, 2015), "Presence of the Re (Saether, 2016), "Match Analysis in Volleyball: a systematic review" (Silva, Marcelino, Lacerda, & Vicente João, 2016), "Accuracy and Criterion-Related Validity of the 20-M Shuttle Run Test in Well-Trained Young Basketball Players" (Stojanovic et al, 2016), "Inter and Intra Positional Diff erences in the Ball Kicking Among U-16 Croatian Soccer Players" (Radja, Erceg, & Grgantov, 2016), "Evaluation of Scoring Skills and Non Scoring Skills in the Brazilian SuperLeague Women's Volleyball" (Oliveira, Valladares, Vaz, & João, 2016), "Th e Infl uence of the Number of Players on Workload during Small-Sided Games Among Elite Futsal Players" (Hulka & Weisser, 2017), "Middle School Students Free-living Physical Activity on Physical Education Days, Non-Physical Education Days, and Weekends" (Marttinen, Fredrick, & Silverman, 2018), "Th e Perception of Autonomy Supportive Behavior as a Predictor of Perceived Eff ort and Physical Self-Esteem among School Students from Four Nations" (Hein et al, 2018), "A Physical Activity Learning Module Improves Medical Students' Skills and Confi dence for Advising Patients on Physical Activity" (Mandic, Wilson, Clark-Grill, & O'Neill, 2018), "Force-Velocity Profi les of Elite Athletes Tested on a Cycle Ergometer" (Bozic & Bacvarevic, 2018), "Discriminate Scoring Skills and Non-Scoring Skills According to Results in the Brazilian Men's Volleyball SuperLeague" (Oliveira, Vaz, Pastore, & João, 2018).…”

Esfuerzo, Implicación y Condición Física percibida en un Programa HIIT en Educación Física. Modelo Educación Deportiva vs Metodología Tradicional (Perception of Exertion, involvement and physical fitness in a HIIT Program in Physical Education. Sport Edu

“…Asimismo, advirtieron niveles más altos en la implicación del alumnado cuando se implementó el sistema de trabajo HIIT lúdico en comparación con el trabajo de CF tal y como lo habían experimentado anteriormente. Uno de los docentes opinó que esta mayor implicación podría estar causada por la cesión al alumnado del propio control de la carga de trabajo, lo cual es coherente con estudios anteriores que relacionan la satisfacción de las necesidades psicológicas básicas, en concreto la competencia y autonomía (Moreno-Murcia, Cervelló-Gimeno, Montero-Carretero, Vera-Lacárcel, & García-Calvo, 2012), y la percepción del apoyo a la autonomía (Hein et al, 2018) con el nivel de esfuerzo (variable actitudinal) mostrado por el alumnado en EF.…”