Motivational Variables to Predict Autotelic Experience and Enjoyment of Students. Analysis in Function of Environment and Sports Practice

Marta Leyton-Román,Asier Coto-Cañamero,Marta Guíu-Carrera,Ruth Jiménez-Castuera

doi:10.3390/su12062352

Abstract

The aim of this study was to find out how self-determined motivation, Basic Psychological Needs (BPN) and the perception of support influence autonomy-predicted autotelic experience and enjoyment, and to analyse the differences depending on the geographical location of the centre and whether they lead to the practice of physical activity, extracurricular or not, of 271 learners in physical education from 10 to 12 years (M = 10.94, SD = 0.73). The theoretical framework used was the Self-Determination Theory. The results showed that more self-determined motivation, the perception of support for autonomy and BPN positively predict both autotelic experience and enjoyment. Moreover, learners from urban areas have higher values in less self-determined forms of motivation and lower levels of perceived support for autonomy and BPN than learners from rural areas. Furthermore, students who carry out extracurricular physical activity had higher values in all variables compared to those who did not. It is essential to promote sport to students with more self-determined forms of motivation through the satisfaction of BPN, especially in students who do not do extracurricular physical activity and students in urban areas.

Highlights

Physical education (PE) in particular, as well as physical activity and sport in general, contributes to the physical, psychological and social development of individuals, while carrying many benefits for health, and improving social well-being [1,2].Those who have performed more physical activity at an early age demonstrate a tendency to continue sports throughout adulthood, unlike those who have led a more sedentary lifestyle [3]
The important role played by physical activity is evident, and motivation in PE classes plays a decisive role in the concept, image and carrying out of physical activity outside of the school environment [4,5], for, as some authors indicate [6], the intention to carry out sports practices is related to satisfaction with PE classes
Extrinsic motivation includes four types of regulation: integrated regulation—the subject performs the activity because it is part of their lifestyle [11]; identified regulation—the subject values a positive and beneficial activity, identifying and understanding the benefits which may lead to personal development [11]; introjected regulation—subjects perform an activity to avoid feelings of guilt and anxiety, and achieve improvements in aspects such as pride [11]; and external regulation—the subject commits to an uninteresting activity, with the aim of getting a reward or avoiding punishment [8]

Summary

Introduction

Physical education (PE) in particular, as well as physical activity and sport in general, contributes to the physical, psychological and social development of individuals, while carrying many benefits for health, and improving social well-being [1,2].Those who have performed more physical activity at an early age demonstrate a tendency to continue sports throughout adulthood, unlike those who have led a more sedentary lifestyle [3]. Extrinsic motivation includes four types of regulation: integrated regulation—the subject performs the activity because it is part of their lifestyle [11]; identified regulation—the subject values a positive and beneficial activity, identifying and understanding the benefits which may lead to personal development [11]; introjected regulation—subjects perform an activity to avoid feelings of guilt and anxiety, and achieve improvements in aspects such as pride [11]; and external regulation—the subject commits to an uninteresting activity, with the aim of getting a reward or avoiding punishment [8] All of these are ordered from the highest to the lowest level of self-determination. There is amotivation, which occurs when a subject has no intention of doing something, and it is likely that the activity will become disorganised and be accompanied by feelings of frustration, fear or depression [10,12]

Objectives

Discussion

Conclusion