Search

Grounded in self-determination theory, the objectives of the present research were to identify latent profiles based on need-based experiences in physical education (PE), and to examine differences in outcomes in PE (i.e. motivation, experiences, and oppositional defiance) and outside of PE (i.e. physical activity intention, moderate-to-vigorous physical activity, and meeting physical activity recommendations) across the identified profiles. A purposive sample of 1062 secondary PE students (526 boys and 536 girls; M[subscript age] = 14.15, SD = 1.51) participated in this cross-sectional study. Results from latent profile analysis revealed four need satisfaction and frustration profiles: "high need satisfaction--low need frustration"; "moderate need satisfaction--low need frustration"; "moderate need satisfaction--moderate need frustration"; and "low need satisfaction--high need frustration." For outcomes in PE, the "high need satisfaction--low need frustration" profile was the most adaptive, while the "low need satisfaction--high need frustration" profile obtained the most maladaptive pattern of outcomes. The "moderate need satisfaction--low need frustration" profile was more adaptive than the "moderate need satisfaction--moderate need frustration" profile, although both were similar in experiences and oppositional defiance. For outcomes outside of PE, the "high need satisfaction--low need frustration" profile scored highest, while no differences were obtained among the three remaining profiles. These results provide further insight into the importance for PE teachers not only to support students' need satisfaction, but also to minimize need frustration, in obtaining the most optimal pattern of outcomes in PE, as well as a more active lifestyle among students.

Purpose: Grounded in self-determination theory, this study examined gender latent mean differences in students' perceptions of externally and internally controlling teaching behaviors, basic psychological need frustration, controlled motivation, amotivation, and oppositional defiance in the physical education context. Moreover, it analyzed the differentiated role that internal and external controlling behaviors play on these self-determination theory-related variables among girls and boys. Method: A sample of 1,118 students (M[subscript age] = 14.11 ± 1.50; 50.9% girls) participated in this research. A multigroup structural equation modeling approach was used to respond to the research questions. Results: Analyses revealed that girls reported more maladaptive outcomes in most self-determination theory-related variables than boys. Although externally and internally controlling behaviors of physical education teachers were positively related to maladaptive outcomes, the behaviors correlate differently between boys and girls. Conclusion: Findings highlight the importance of reducing externally controlling behaviors in boys and internally controlling behaviors in both genders, but particularly in girls.

Author(s): Ángel Abós [sup.1] , Miguel Murillo [sup.2] , Javier Sevil-Serrano [sup.2] , Luis García-González [sup.2] Author Affiliations: (1) grid.11205.37, 0000 0001 2152 8769, Faculty of Social and Human Sciences, [...], The relationship between both coaches' need-supportive and controlling behaviors and different athletes' motivational outcomes has been previously examined. However, little is known about the coexistence of coaches' need-supportive and controlling behaviors in the sports context and even less, about what coach's motivating style configuration may yield the most and the least adaptive pattern of outcomes in relation to athletes' motivating experiences. Grounded in self-determination theory (SDT), this study aimed to identify coach motivating style groups based on athletes' perceptions of need-supportive and four controlling behaviors (i.e., controlling use of rewards, negative conditional regard, intimidation, and personal control), and to examine their differences in terms of athletes' motivational outcomes and sport commitment. Using a sample of 658 young water polo players (M.sub.age = 14.76, SD = 1.36), results revealed five distinct coach motivating style groups. A coexistence of need-supportive and controlling use of rewards was identified among athletes in two groups. The "very low support-high control" group yielded the most maladaptive outcomes, while the "high support-low control" group was the most optimal style, even when compared to coaches that combined high need-supportive and controlling practices. This study provides deeper insights on how athletes may perceive simultaneously coach's need-supportive and controlling behaviors, and how some controlling practices imply a higher motivational cost among athletes.

The aim was to examine the effects of a multicomponent school-based intervention on psychological correlates of physical activity (PA) in physical education (PE) and leisure-time PA settings. Two hundred and ten students (M = 13.06 ± 0.61) were assigned either to a control or an experimental school. Curricular and extracurricular PA actions were developed during one academic year to empower adolescents to be active by themselves. Experimental school students reported significant improvements in almost all psychological determinants and correlates of PA in PE and leisure-time PA settings, when compared to both control school students and their own baseline values. Results highlight the importance of developing multicomponent school-based interventions that involve the school community to improve students' motivational outcomes in PE and leisure-time PA contexts.

Grounded in self-determination theory, this study examines the effects of a leisure-time physical activity (LTPA) intervention with work colleagues on work-related outcomes of relatedness satisfaction, engagement factors, satisfaction, and burnout subtypes. Fifty-seven teachers (M[subscript age] = 46.81 ± 7.90), from two secondary schools randomized as an experimental (n = 22) or control (n = 35) group, participated in the study. Thirty-two sessions based on playful, strength, aerobic, and back pain prevention activities were performed two days per week throughout one academic year. The experimental group teachers reported significant improvements in relatedness satisfaction, vigor, absorption, and satisfaction at work compared to the control group teachers and their own baseline scores. Results highlight that two weekly sessions of LTPA with work colleagues can lead to positive work-related outcomes among teachers.

Author(s): Ángel Abós [sup.1] , Javier Sevil-Serrano [sup.1] , Jesus Montero-Marín [sup.2] , José Antonio Julián [sup.3] , Luis García-González [sup.1] Author Affiliations: (1) grid.11205.37, 0000 0001 2152 8769, Faculty [...], Based on Farber's burnout proposal, the first aim of this study was to examine the psychometric properties of the short version of the Burnout Clinical Subtype Questionnaire (BCSQ-12) in secondary school teachers. The second aim of the study was to examine possible differences in the burnout subtypes in terms of gender, type of school, and teaching experience. Two different samples of 584 (M = 45.04; 43% males) and 106 (M = 45.50; 40% males) secondary school teachers participated in the study. Results obtained from both the exploratory structural equation modeling (ESEM) and the confirmatory factor analysis (CFA) supported the three-factor structure of the BCSQ-12, comprised of overload, lack of development, and neglect. Further, the BCSQ-12 showed adequate composite reliability. The negative relationships between the three-factor structure of burnout, teachers' basic psychological need satisfaction, and teachers' job satisfaction provide evidence of the nomological validity of BCSQ-12. Finally, female teachers, state school teachers, and experienced teachers reported a greater risk of suffering one or more of these three burnout subtypes. Theoretical, methodological, and practical contributions of the BCSQ-12 are discussed, highlighting the importance of assessing the three burnout subtypes separately.

Grounded in self-determination theory, an integrative and fine-grained circumplex model, based on teachers' autonomy support, structure, control, and chaos, has been proposed. The present study aimed to examine possible differences in students' perceptions of physical education (PE) teachers' motivating and demotivating styles and the eight different approaches, respectively, regarding students' socio-demographic variables, and different affective, cognitive, and behavioral outcomes. A sample of 669 Spanish secondary students aged 12–17 years (mean age (M age) = 14.65; standard deviation (SD) = 1.47; 52% girls) participated in this cross-sectional study. Boys reported significantly higher values in the chaotic style and the domineering approach than girls. Second- and third-cycle students (Year 10, Year 11, and Year 12) reported significantly higher values in autonomy-supportive and structuring styles, and significantly lower values in the domineering approach than first-cycle students (Year 8 and Year 9). Second-cycle students (Year 10 and Year 11) reported significantly higher values in the demanding approach than first-cycle students (Year 8 and Year 9). Third-cycle students (Year 12) reported significantly lower values in the awaiting approach than the first-cycle students (Year 8 and Year 9). Finally, as a whole, students who reported positive experiences in PE, high learning, and high intention to participate in physical activity reported significantly higher values in autonomy-supportive and structuring styles, as well as the demanding approach, and significantly lower values in the chaotic style. The results highlight the importance of PE teachers adopting motivating styles and avoiding demotivating styles, especially with boys and lower grade levels, to promote meaningful experiences in PE and an active lifestyle. [ABSTRACT FROM AUTHOR]

Background: A distinction is made in Achievement Goal Theory (AGT) between task-oriented (i.e. effort, intra-individual progress, and self-comparison) and ego-oriented (i.e. inter-individual progress and normative comparison) climates. Combining insights from AGT and Self-Determination Theory (SDT), studies in the PE context have shown that a task-oriented climate positively relates to need satisfaction, although the findings regarding the motivating role of an ego-oriented climate are inconsistent. Moreover, little is known about the role of task- or ego-oriented climates in explaining experiences of basic psychological need frustration. Purpose: Grounded in AGT and SDT, the aim of the present study was to examine if experiences of basic psychological need satisfaction and need frustration can explain why task- and ego-oriented climates elicit positive and negative motivational outcomes in PE, respectively. Research design: Cross-sectional study. Method: A sample of 524 secondary school students (51.1% boys, M[subscript age] = 14.51; SD = 1.81) from five different secondary schools participated in this study. Students reported on their perceptions of task- and ego-oriented climates, motivational regulations, basic psychological need satisfaction, and need frustration, as well as positive and negative outcomes in PE. Structural equation modeling was used to investigate our objective. Results: We found that a task-oriented climate had a strong and positive relationship with basic psychological need satisfaction, eliciting a bright pathway to autonomous motivation and affective attitude. An ego-oriented climate was positively related to basic psychological need frustration, eliciting a dark pathway to amotivation and boredom. A negative cross-path from task-oriented climate to basic psychological need frustration was also found, while no significant cross-paths were found from ego-oriented climate to basic psychological need satisfaction. Conclusions: This study provides a better understanding of the mechanisms that explain why task- and ego-oriented climates shape students' motivational experiences in PE lessons. It is suggested that a task-oriented climate elicits a bright pathway towards more optimal functioning, because it fosters experiences of need satisfaction and buffers against experiences of need frustration. In contrast, an ego-oriented climate is primarily positively related to feelings of need frustration and negative motivational outcomes. Practical implications for PE teacher training are discussed.

Purpose: Despite the well-known health benefits of physical activity (PA), disadvantaged populations usually have lower PA levels than the rest of the population. Some intra- and interpersonal factors such as different types of barriers to PA may influence PA levels, particularly among disadvantaged adult women. The first aim of this qualitative study was to identify the barriers to PA perceived by disadvantaged adult women. The second aim was to analyse the differences in perceived barriers to PA between adult Roma and non-Roma women. Methods: Eleven disadvantaged adult women participated in the current study (M = 37.72; SD = 8.34), seven of whom belonged to the Roma population. Data were obtained from discussion groups as well as from one-to-one interviews, and these were analysed by NVivo Pro 11. Results: Three categories of perceived barriers to PA were identified: personal (i.e., economy, labour, physical limitations, illness, and psychological characteristics) social (i.e., culture, lack of social support, and family), and environmental. Family was identified as the main common and most frequent barrier to PA in disadvantaged adult women. Differences in perceived barriers to PA between adult Roma and non-Roma women were found. While Roma women perceived culture, physical limitations, and lack of social support barriers to PA, non-Roma women mainly perceived labour-related barriers to PA. Conclusions: Multilevel interventions addressing specific barriers to PA for disadvantaged adult women are required to overcome barriers to PA and, consequently, increase PA levels. Particular attention should be paid to specific barriers to PA among adult Roma and non-Roma women, respectively.

The present study aimed to validate a Spanish-version of the Basic Psychological Needs at Work Scale (BPNWS-Sp) and to examine the associations between needs satisfaction and engagement and burnout in secondary education teachers. Using a sample of 584 secondary education teachers, the results supported the three-factor model, composite reliability, measurement invariance, and nomological validity of the BPNWS-Sp. This study contributes to validating the first instrument in Spanish to measure the satisfaction of the three BPNs separately in secondary education teachers. The measurement of teachers' BPNs could effectively provide guidance for school policies to improve teaching and learning.

Building upon self-determination theory and the circumplex approach, the objective of this study was to adapt the Situations-in-School–Physical Education (SIS–PE) questionnaire and to gather validity and reliability evidence in the Spanish PE context. Three samples of 1441 students (46.43% girls), 473 in-service teachers (35.73% women), and 654 pre-service teachers (50.31% women) participated. Multidimensional scaling analyses indicated that (de)motivating styles (autonomy support, structure, control, and chaos) were graphically depicted by a two-dimensional circular structure differing into need-supportiveness (horizontal axis) and teacher directiveness (vertical axis). Eight specific approaches (two per stye) were additionally identified (participative, attuning, guiding, clarifying, demanding, domineering, abandoning, and awaiting) drawing an ordered pattern of correlations. Bifactor exploratory structural equation modeling additionally supported four overarching styles and eight specific approaches. Reliability and external validity were met in the three samples. The Spanish versions of the SIS-PE questionnaire are valid and reliable measures to assess students', in-service, and pre-service teachers' perceptions of (de)motivating styles. [ABSTRACT FROM AUTHOR]

Introduction: Physical Education (PE) is a way of promoting sports in adolescents, and teachers can encourage this sport adherence by generating motivation in students through their teaching intervention. The aim of the study was to develop and implement teaching intervention strategies to generate an optimal motivational climate and assess their impact on different variables that affect students' situational motivation in Physical Education classes. The Achievement Goal Theory and the Self-determination Theory were taken as a reference. Method: The intervention was based on the TARGET areas, developing an orientational teaching unit with the participation of 113 3rd year ESO (secondary education) students (58 boys and 53 girls; M age = 14.83 and SD = 0.72), who were divided into an experimental group (n = 46) and a control group (n = 67). Different instruments were used to measure perceived motivational climate, basic psychological needs, self-determined situational motivation and affective consequences (satisfaction-enjoyment and boredom). Results: The results showed that the experimental group obtained significantly higher values with respect to the control group in the mastery motivational climate, as well as in autonomy, perceived competence, identified regulation and satisfaction-enjoyment. The amotivation values were significantly lower in the experimental group. Discussion: The results highlight the importance of PE teacher transmitting task motivational climates to optimise different variables that affect motivation in PE classes, thus improving the teaching-learning process. Conclusion: We highlight that the TARGET areas are effective to optimise the teaching intervention in the orientational content and to help improve the students' motivation in PE.