Satisfaction In Physical Education Research Articles

A Cross-Cultural Examination of the Role of (De-)Motivating Teaching Styles in Predicting Students’ Basic Psychological Needs in Physical Education: A Circumplex Approach

Purpose: Guided by self-determination theory, this research examined cross-cultural differences in associations of students’ perceptions of teachers’ (de-)motivating approaches on Estonian and Spanish students’ need satisfaction from a circumplex model. Method: The participants were 601 Estonian (56% girls) and 669 Spanish (52% girls) secondary students. Results: Multigroup single-indicator structural equation modeling analysis revealed that participative, attuning, guiding, clarifying, and demanding predicted the satisfaction of each basic psychological need, according to the Estonian and Spanish students’ perspective. Domineering approach negatively predicted autonomy satisfaction in the eyes of Estonian students, while abandoning approach predicted the satisfaction of each basic psychological need negatively as perceived by Estonian and Spanish students. Conclusions: Results underscore the cross-cultural relevance in explaining the role of teachers’ (de-)motivating approaches in the eyes of students, supporting/undermining students’ need satisfaction in physical education. Therefore, these findings set the scene for development of effective guidance for teaching training adapted to culture, aimed at providing teachers with the strategies they need to apply the most optimal motivating teaching styles in their physical education lessons.

Personality traits and Chinese college students' satisfaction with physical education classes: the mediating role of trait fluency and the moderating role of physical education class difficulty.

This study aims to investigate the impact mechanism of personality traits on physical education satisfaction among college students, validating the mediating effect of trait flow and the moderating effect of physical education difficulty. By analyzing the influence mechanism of personality traits on college students' satisfaction with physical education classes, it helps to explore more channels to enhance satisfaction with physical education classes. A questionnaire survey was conducted using the Big Five Personality Scale, the Physical Education Class Satisfaction Scale, the Trait Fluency Scale, and the Physical Education Class Difficulty Scale with 868 public physical education students in 10 universities in Shanghai. Moderated mediation modeling was conducted using Hayes' PROCESS macro. Personality traits are positively correlated with physical education satisfaction, and the predictive effect is significant (β = 0.786, p < 0.001). This association is mediated by trait fluency (indirect effect: β = 0.797, p < 0.001), accounting for 62.7% of the total effect. Physical education difficulty significantly moderates the predictive effects of personality traits on physical education satisfaction (β = -0.183, p < 0.01) and trait fluency (β = -0.130, p < 0.001). Additionally, physical education difficulty significantly moderates the predictive effect of trait fluency on physical education satisfaction (β = 0.172, p < 0.001). Personality traits predict physical education satisfaction, with trait fluency playing a mediating role, and physical education difficulty moderates the direct and indirect paths through which personality traits influence physical education satisfaction.

Multidimensional Motivational Climate Questionnaire in Physical Education at the Situational Level of Generality (MUMOC-PES).

The main aim of this study was to investigate the construct validity of a new MUltidimensional MOtivational Climate questionnaire in Physical Education (PE) at the Situational level of generality (MUMOC-PES), capturing four dimensions of empowering (autonomy support, task-involvement, relatedness support, structure) and three dimensions of disempowering (controlling, relatedness thwarting, ego-involvement) climate. Nine hundred and fifty-six adolescent students completed the new measure alongside measures of mastery and performance approach/avoidance climate and satisfaction. Confirmatory factor analysis supported the construct validity of the MUMOC-PES. Student satisfaction in PE corresponded positively to empowering and negatively to disempowering climate dimensions. Controlling for age, gender and within-class individual differences in perceived empowering and disempowering dimensions, class average scores on perceived empowering climate had significant effects on student satisfaction, implying predictive validity for the MUMOC-PES. Structural Equation Modeling (SEM) suggested that perceived autonomy support and relatedness thwarting had direct positive and negative effects on satisfaction respectively. Moreover, effects of perceived structure and thwarting relationships on satisfaction were mediated through a mastery climate construct capturing the linkage between perception and mastery goal. The results are discussed in relation to existing measures and literature on motivational climate and the future use of MUMOC-PES in research and PE teachers' training.

Social-ecological and biographical perspectives of principals’ involvement in comprehensive school physical activity programs: a person-centered analysis

ABSTRACT Background The World Health Organization recommends a whole-of-school approach to promoting youth physical activity (PA) and there are several examples of this approach internationally. In the United States, the comprehensive school PA program (CSPAP) model serves as the national framework for school-based physical education (PE) and PA. Part of the implementation support structure for a CSPAP is staff involvement. Although there is a growing body of research that examines the CSPAP-related involvement of school staff, few studies have focused on school principals. Principal involvement is critical to the success of school-based PA programming. Investigating principals’ CSPAP involvement is a necessary step toward maximizing efforts to leverage CSPAP implementation. This study drew upon social-ecological and biographical perspectives and used a person-centered analytic approach to investigate principals’ CSPAP involvement. Purpose Building on recent research using a variable-centered approach to examine school principals’ CSPAP involvement in the U.S., the purpose of this study was to examine distinct profiles among these same principals in terms of their CSPAP involvement, social-ecological based perceptions of CSPAPs, and satisfaction with personal experiences in K-12 PE. Methods Stratified random sampling was used to recruit a national sample of 2941 public school principals in the U.S. for participation in an electronic survey that measured CSPAP involvement, social-ecological perceptions (intrapersonal, interpersonal, and environmental), PE satisfaction, and several demographic, background, and school context variables. A total of 291 principals completed the survey. Only data from respondents who indicated their school has a CSPAP (N = 198) were used for this study. Data analysis involved principal component analysis and latent profile analysis. Results All PE satisfaction items were found to be good measures with factor loadings ranging from .879 to .962 and a Cronbach’s alpha coefficient of .932 (previous research provided validity and reliability evidence for the CSPAP involvement and social-ecological measures contained in the survey.) The optimal latent profile model included four profiles, which were labeled Average (average scores for all three social-ecological factors), Above Average (above average scores for all three social-ecological factors), Below Average (below average scores for all three social-ecological factors), and Low-Interpersonal (high scores for the intrapersonal and environmental factors and low scores on the interpersonal factor). Latent profiles did not vary significantly on any measured demographic, background, or school context variables. The Kruskal–Wallis test yielded significant differences across the four latent profiles on both PE satisfaction (H (3) = 24.527, p < .001) and CSPAP involvement (H (3) = 34.469, p < .001). Conclusion This study supports the idea that there are distinct groups of principals, based on intrapersonal, interpersonal, and environmental perceptions regarding CSPAP implementation. Additionally, PE satisfaction was an important predictor of latent class membership, which in turn predicted principals’ CSPAP involvement. Future interventions to increase principals’ CSPAP involvement can incorporate the results of this study to design tailored professional trainings that target appropriate levels of social-ecological influence. Further, even though previous experiences with PE cannot be changed, helping principals understand the value of quality PE programs to whole-child learning and development may be worth exploring as a strategy to bolster CSPAP implementation efforts.

Efficacy Of A Fitness And Skill-based High-intensity Interval Training Program In Elementary School Physical Education

There is limited, equivocal research regarding the psychosocial effects of incorporating high-intensity interval training (HIIT) into physical education (PE) programs. These outcomes are important to assess given that physical activity (PA) enjoyment and intrinsic motivation are predictors of PA participation across the lifespan. PURPOSE: To evaluate the efficacy of a fitness- and skill based HIIT intervention guided by the Self Determination Theory. METHODS: For this pretest-posttest randomized controlled 6-week study, 4-5th grade students (15 boys/30 girls, age = 10.5 ± 0.9 years) completed a HIIT circuit at the beginning of PE (INT); whereas, 22 students (10 boys/12 girls, age = 10.5 ± 0.9 years) engaged in regular PE activities (CON). Cardiorespiratory fitness, as VO2peak, was assessed with the PACER test. Muscular strength was assessed via a handgrip test. Motor competence was assessed with a fundamental movement skill battery. Psychosocial outcomes were assessed with validated surveys and included PA enjoyment, PA intrinsic motivation, and basic needs satisfaction towards PE. Two-way mixed ANCOVA tests were performed to determine potential intervention effects. RESULTS: A time by group interaction (P < 0.001) was evident for cardiorespiratory fitness, as VO2peak increased in INT from 53.6 ± 6.1 to 56.9 ± 7.3 ml/kg/min and decreased in CON from 53.9 ± 7.0 to 52.4 ± 10.4 ml/kg/min. The handgrip test showed a significant time by group interaction (P = 0.02) as muscular strength increased in INT from 35.5 ± 7.3 to 37.2 ± 9.0 kg and decreased in CON from 36.2 ± 12.0 to 33.4 ± 9.0 kg. Motor competence improved from 23.7 ± 2.9 to 24.7 ± 2.1 in INT, with greater improvements observed in CON (23.1 ± 3.7 to 24.7 ± 2.3; P = 0.03 for interaction). Relative to CON, there was a decrease in mean enjoyment scores at post-intervention in INT (33.3 ± 3.3 to 30.4 ± 7.1, P = 0.02 for interaction). Lastly, there were no interaction effects evident for PA intrinsic motivation or basic needs satisfaction in PE (P > 0.05). CONCLUSION: Similar to previous work, students participating in HIIT experienced greater changes in cardiorespiratory and muscular fitness compared to those engaging in regular PE. Incorporating HIIT did not significantly impact students’ psychosocial experiences and may be a valuable addition to PE. Funding: Midwest ACSM Chapter

Differences in participation across physical activity contexts between adolescents with and without disability over three years: a self-determination theory perspective

Purpose Meaningful participation is related to satisfaction of the psychological needs of competence, autonomy, and relatedness within Self-determination theory. The purpose of this study is to explore whether need satisfaction in physical education (PE), organized sport, and self-organized physical activity (PA) among adolescents with disability differs in relation to their peers without disabilities over a three-year period. Methods Participants were students of secondary or upper secondary school (T1: N = 2979), reporting either having a disability (n = 328) or not (n = 2651). The psychological needs were measured in the three PA contexts over three time-points. Differences between groups were assessed with t-tests and Cohen’s d. Results Adolescents with disability reported: in PE, lower need satisfaction across all three time-points; in organized sport, lower levels on all needs at T1, and lower levels of autonomy and relatedness at T2; in self-organized PA, no differences between the groups across all three time points, except for lower autonomy at T2. Conclusions The findings indicate that adolescents with disabilities are particularly vulnerable to reduced participation in PE and partly in organized sport. Rehabilitation institutions should collaborate closely with stakeholders in PA (e.g., PE teachers and coaches) in adolescents’ municipalities to transfer knowledge about nurturing psychological needs in PA. Implications for rehabilitation Meaningful participation in physical activity (PA) for the individual can be related to their own perceptions of satisfaction of the three basic psychological needs of competence, autonomy, and relatedness. Findings from the current study indicate that adolescents with disabilities are particularly vulnerable to experiencing reduced participation in physical education (PE) and partly in organized sport. Health care practitioners working in rehabilitation should support adolescents’ three psychological needs in PA while they are attending rehabilitation to give them valuable experiences with meaningful participation in PA, which could be transferred and useful for PA participation after rehabilitation. Health care practitioners at rehabilitation institutions should collaborate closely with stakeholders in the PA context of adolescents’ local areas (e.g., PE teachers and coaches) to transfer knowledge about how to nurture psychological need fulfillment in PA.

Understanding students’ novelty satisfaction in physical education: Associations with need-supportive teaching style and physical activity intention

Novelty satisfaction has recently been associated with positive outcomes in physical education (PE) lessons. Grounded in self-determination theory, this study aimed to examine the relationships between need-supportive teaching behaviours in PE and students’ satisfaction of basic psychological needs (BPNs), novelty satisfaction, and intention to be physically active. From a final sample of 1118 students (49.1% boys; 50.9% girls; mean age = 14.11 ± 1.50 years), the adolescents’ perception of need-support from PE teachers, BPN satisfaction, novelty satisfaction, and intention to be physically active were measured through different validated questionnaires. Results from structural equation modelling showed that students’ perceptions of autonomy, competence, and relatedness support from PE teachers positively predicted BPN and novelty satisfaction. Furthermore, BPN and novelty satisfaction positively predicted intention to be physically active. Our results seem to support the argument that need-supportive environments could be directly associated with novelty satisfaction. Likewise, novelty satisfaction seems to have an additional role in explaining intention to be physically active. These findings suggest the importance of designing need-supportive strategies in PE lessons to satisfy not only BPNs but also novelty, which can help to develop an active lifestyle among adolescents. Nevertheless, future research should also develop specific strategies aimed at supporting students’ novelty in PE lessons.

A cluster randomized trial to evaluate need-supportive teaching in physical education on physical activity of sixth-grade girls: A mixed method study

ObjectiveThe purpose of this study was to evaluate the efficacy of need-supportive teaching in physical education on girls' daily moderate-to-vigorous physical activity using a mixed method evaluation. Methods507 sixth-grade girls aged 9–14 years of 33 single-sex physical education classes participated in the cluster randomized control trial. During the 16-week intervention period, trained teachers conducted enhanced physical education lessons which were designed based on self-determination theory. In a randomized process, independent researchers using a computer-based algorithm allocated classes to the trial groups (IG n = 19 classes, CG n = 14). These lessons were subject to repeated systematic observations. The students' perceptions of basic psychological need support and satisfaction in physical education were measured using repeated self-report questionnaires. Students' daily moderate-to-vigorous physical activity (MVPA) was assessed by accelerometry. Semi-structured interviews provided a deeper understanding of how purposively sampled focus groups perceived teacher behavior in physical education. After a separate analysis of qualitative and quantitative data, results were merged to investigate the intervention's efficacy and treatment fidelity. FindingsThroughout the school year, the girls' MVPA levels decreased in both groups. Girls who reported their complete physical activity data had a lower body mass index than girls who reported no, or only one or two sets of physical activity data. Results of mixed measures converge on the finding that the teachers in the intervention group provided slightly stronger need support than the control teachers, however, intervention components were not delivered consistently. Therefore, a significant intervention effect on daily MVPA could not be quantified. Autonomy satisfaction significantly predicted MVPA. ConclusionQualitative insights of teaching behavior in PE underlined the importance of need support and revealed structural barriers, which compromised the implementation quality. Trial registrationEthics Committee of the Technical University of Munich 155/16S; Bavarian Ministry of Education IV.8-BO6106/52/12. FundingGerman Research Foundation grant DE2680/3-1.

체육교수자의 의사소통유형이 사관생도의 평생체육연계인식에 미치는 영향 : 수업만족의 매개효과

이 연구는 체육교수자의 의사소통유형과 사관생도의 수업만족 및 평생체육연계인식의 관계를 확인하고, 체육교 수자의 의사소통유형과 사관생도의 평생체육연계인식의 관계에서 수업만족의 매개효과를 검증하는데 목적이 있었다. 이를 위해 2019년 해군사관학교에 재학 중인 사관생도를 편의표집방법을 활용하여 표본을 수집하였으며, 실제 분석에는 총 156명의 자료를 사용하였다. 연구목적에 따라 통계프로그램 SPSS 21 및 AMOS 21을 활용하여 빈도분석, 확인적 요인분석, 신뢰도분석, 상관관계분석, 구조방정식모형분석, 부트스트래핑을 실시하였으며 결과는 다음과 같다. 첫째, 체 육교수자의 의사소통유형은 사관생도의 수업만족에 유의한 영향을 미치는 것으로 나타났다. 둘째, 체육교수자의 의사소 통유형은 사관생도의 평생체육연계인식에 유의한 영향을 미치지 않는 것으로 나타났다. 셋째, 사관생도의 수업만족은 평생체육연계인식에 유의한 영향을 미치는 것으로 나타났다. 넷째, 체육교수자의 의사소통유형과 사관생도의 평생체육 연계인식의 관계에서 수업만족은 매개(완전)효과가 있는 것으로 나타났다.

Associations among psychological satisfaction in physical education, sports practice, and health indicators with physical activity: Direct and indirect ways in a structural equation model proposal.

Background and objectivesPhysical education (PE) classes are among the main intervention strategies for increasing levels of physical activity (PA) to adolescent's health improvements. However, low levels of psychological satisfaction in physical education classes (PE satisfaction) and multiple associations with some factors as sex, age, sedentarism, sports practice, sleep, quality of life can act as moderators of levels of physical activity. Considering these aspects, this study aims to propose a theoretical model of multivariate relationships to verify the association between PE satisfaction with PA levels, considering the contribution of sports practice, health indicators, age, and sex on these relations.MethodsA cross-sectional study with 470 adolescents (230 boys) aged 11–17 years from the south of Brazil. Several questionnaires were applied to measure the study variables. The theoretical/statistical support of the structural equation model was evaluated according to fit parameters and strength of relations.ResultsSports practice, health indicators, age, and sex were mediators of the relationship between PE satisfaction and PA levels.ConclusionThere is a positive, however indirect, relationship between PE satisfaction with the levels of physical activity in adolescents, with greater strength of association in boys and at younger ages. It was identified that the practice of sport contributes to the main mediator factor for all relationships beneficial to the health of adolescents in the multivariate model. This means that adolescents who practiced sports showed greater PE satisfaction, more appropriate health indicators, associated with higher levels of physical activity as compared to nonpractitioners of sport.

The Temporal Relations of Adolescents' Basic Need Satisfaction in Physical Education and Global Self-Worth.

This study investigated the temporal relations of adolescents' basic need satisfaction in physical education (PE) and global self-worth in a sample of 3,398 lower and upper secondary school students (49% boys, 51% girls, average age T1 = 15.00, SD = 1.79). Four models and competing hypotheses were tested, and the model with bidirectional paths specified showed the best fit to the data. The bidirectional effect estimates suggest not only that basic need satisfaction in PE predicts global self-worth development but also that adolescents' perceptions of global self-worth predict the degree to which they experience basic need satisfaction in PE. Findings could suggest that students with low global self-worth are less sensitive to basic need support in PE. These students may need personally tailored need-supportive initiatives in order to develop basic need satisfaction in PE and, thus, global self-worth through PE.

Perceived Novelty Support and Psychological Needs Satisfaction in Physical Education.

In recent years, novelty has been proposed as a potential fourth basic psychological need. In the present study, the behavior of novelty resulting from support from the Physical Education teacher was evaluated in 723 students with an average age of 13.30 years old. The first objective was to validate the Support for Basic Psychological Needs-4 (SBPN-4) in Physical Education questionnaire, which included support for the novelty factor. The second objective was to test the mediation model in order to confirm the effect of support for novelty in relation to basic psychological needs and intrinsic motivation. The results obtained show that the Support for Basic Psychological Needs-4 (SBPN-4) questionnaire is a valid and reliable tool. On the other hand, support for novelty predicts satisfaction of basic psychological needs, particularly novelty satisfaction, which in turn predicts intrinsic motivation. These results show how the students are capable of perceiving the teacher’s support for novelty and how this positively influences their intrinsic motivation. Further investigations are required to continue developing our knowledge of the role of novelty as a basic psychological need.

Evaluation of an Intervention to Increase Student Motivation and Enrollment in Physical Education

This study examined the influence of a 4-month intervention on students’ motivation in Grade 10 physical education and enrollment in elective physical education. Health Promoting Secondary School Physical Education (HPSS PE) was designed to improve students’ psychological need satisfaction in physical education, based on self-determination theory. A matched comparison pre–post design was used with 10 schools (5 intervention, 5 usual practice). Students (N = 373) completed questionnaires that assessed perceptions of autonomy, competence, and relatedness, and school personnel provided enrollment information. Results indicated that HPSS PE was not effective in increasing participants’ psychological need satisfaction; however, female students receiving the intervention were significantly more likely to enroll in elective physical education. Insights contribute to the evidence about creating need-supportive environments in physical education and improving enrollment rates in elective programming. Subscribe to TPE

Effects of Basic Psychological Needs Satisfaction in the Physical Education on Leisure-Time Physical Activity Behavior of Primary School Students: Mediating Role of Autonomous Motivation

Background: Recognizing the factors influencing students’ participation in leisure-time physical activity is considered as an important topic concerning school health. The present study aimed to investigate the effects of basic psychological needs satisfaction in physical education (PE) classes on leisure-time physical activity behavior of primary school students, considering the role of autonomous motivation as a mediator variable. We further examined gender differences. Methods: We made use of a descriptive-correlation approach in the present study, 2019. Participants comprised 516 primary school students from Gonbad Kavoos. Research instruments included Sport Climate Questionnaire, Sport Motivation Scale, and Leisure-Time Physical Activity Behavior Scale. To analyze the data, we used the structural equation method and Mann-Whitney U test. Results: The results of structural equation method showed significant relationships between basic psychological needs satisfaction and leisure-time physical activity and autonomous motivation (all T>1.96). Furthermore, autonomous motivation had a positive association with leisure-time physical activity (all T>1.96), and it mediated the relationships between basic psychological needs satisfaction and leisure-time physical activity (all P<0.001). In addition, compared with girls, boys reported significantly higher satisfaction regarding competence and relatedness needs (P=0.040, P=0.009, respectively), higher intrinsic motivation and identified regulation (P<0.001, P=0.001, respectively), and higher leisure-time physical activity (P=0.045). Conclusions: Basic psychological needs satisfaction in PE classes positively influenced motivation and leisure-time physical activity in primary school children. Physical educators should encourage basic psychological needs satisfaction in students with regard to their activities in PE classes, in order to improve their participation in leisure-time physical activities

Interdisciplinary Teaching of Physics in Physical Education: Effects on Students’ Autonomous Motivation and Satisfaction

Purpose: This quasi-experimental study evaluated the effects on students’ autonomous motivation and satisfaction from a program integrating physics concepts in physical education.Method: A total of 487 students (age 13 ± 1) participated in the study. The participants were students participating in physical education classes divided into intervention (n = 183), comparison, and control condition (n = 150 andn = 154, respectively). Before the intervention and three times during its implementation, the students responded on measures of situational motivation with good construct validity.Results: The intervention increased the students’ autonomous motivation and satisfaction in physical education and decreased the students’ amotivation.Conclusion: An effective integration of physics concepts and physical activities can promote meaningful learning, a holistic education perspective, autonomous motivation, and wellness in physical education.

Development of basic psychological need satisfaction in physical education

Research shows that sports-active students experience more basic need satisfaction (autonomy, competence, relatedness) in physical education (PE) than their non-sports-active peers, and thus, reap most of the benefits of PE. This study aimed to investigate the role of a two-year PE programme, referred to as Interest-based PE, in contributing to students’ basic need satisfaction in PE, and in particular, to assess potential basic needs-benefits among students who were not involved in leisure-time sport. Among 693 students, 348 were offered a choice of two different PE approaches (“explorative” vs. “sports” approach) for the next two years, while the remaining students continued to receive traditional PE. Girls, non-sports-active students, and students who experienced less need satisfaction in PE at baseline were more likely to choose the explorative approach, thereby signifying a wish for a less sports-centred PE. However, no significant differences in autonomy, competence, and relatedness need satisfaction were identified between Interest-based PE groups and their respective control groups over the course of the programme. Sports active students experienced more gains in relatedness need satisfaction than non-sports active students over the course of the programme, suggesting that challenges in promoting equal opportunities for learning in PE may require more than “Interest-based PE”.

Global Self-Worth among Adolescents: The Role of Basic Psychological Need Satisfaction in Physical Education

ABSTRACT Global self-worth is important for healthy development and learning, and is therefore highlighted as a major aim in the Norwegian physical education (PE) curriculum. Based on prior research this study aimed to assess potential differences in global self-worth and contextual basic need satisfaction among 2854 adolescents (47.5% boys, 52.5% girls, ages 13 and 16) participating in different movement contexts, and to determine whether basic need satisfaction in PE relates to global self-worth. Structural equation modeling analyses indicate that basic need satisfaction in PE relates significantly to global self-worth. However, adolescents who do not participate in movement contexts outside school report significantly lower basic need satisfaction in PE compared to their sports-active peers, and could possibly therefore experience reduced global self-worth development through PE. Findings support research showing that sports active youth reap most of the benefits of PE, and thus, that PE violates the principles of equal education.

Student Motivation in High School Physical Education: A Latent Profile Analysis Approach.

Guided by the principles of self-determination theory, the purpose of this study was to identify latent profiles representing high school students' motivational regulations for physical education (PE) and to model putative predictors and outcomes of profile membership. A sample of 532 Australian high school students, age 12-16years (M = 13.83, SD = 1.13), reported their motivation for PE, perceptions of need satisfaction in PE, and effort expended in PE. Latent profile analysis revealed evidence of 3 distinct profiles that were consistent with continuum expectations outlined in self-determination theory (i.e.,the moderately autonomous, moderately controlled, and highly autonomous profiles), alongside 2 profiles characterized by levels of introjected regulation that aligned with autonomous motives (i.e.,the mixed motivation and amotivated profiles). Analyses also revealed that, on the whole, greater need satisfaction predicted membership of more autonomous profiles and that membership of such profiles was predictive of greater self-reported effort in PE. Analyses revealed evidence of qualitatively distinct motivation profiles that were differentially predicted by students' psychological need satisfaction and predictive of in-class effort. This study is not only the first to use latent profile analysis to explore the role of psychological need satisfaction in predicting PE motivation profiles. It also provides practical information regarding the prevalence and potential outcomes of students' motivation profiles.

The importance of novelty satisfaction for multiple positive outcomes in physical education

Novelty has recently been suggested as a potential basic psychological need within self-determination theory. Taking into account the lack of research on this new construct, the purpose of this study was to show the role of novelty satisfaction in physical education, analyzing its relations with some outcomes that are relevant for academic achievement. Secondary school students completed measures of basic psychological need satisfaction (autonomy, competence, and relatedness), novelty satisfaction, the three types of intrinsic motivation (to know, to accomplish, and to experience stimulation), and different outcomes (vitality, dispositional flow, and satisfaction) for physical education. Confirmatory factor analysis showed a high correlation between autonomy and novelty satisfaction. The problem of discriminant validity was solved by removing an item from the original version of the Novelty Need Satisfaction Scale due to its overlap with the autonomy construct. This modification contributed to improving the psychometric properties of this scale. Structural equation modeling showed that satisfaction of the need for competence was the strongest predictor of intrinsic motivation to accomplish and to experience stimulation, whereas novelty satisfaction was the strongest predictor of intrinsic motivation to know. Positive direct and indirect effects from novelty satisfaction were found on vitality, dispositional flow, and satisfaction with physical education classes. These results suggest the importance of teachers developing strategies to provide novelty support, with the aim of achieving multiple positive outcomes in physical education.

Predictors of Self-Esteem in Physical Education: Self-Determination Perspective

This study aimed to explore the relationship between basic psychological needs, motivational regulations, and self-esteem in Turkish high school physical education environment. Nine hundred and fifty seven high school students (505 girls, 452 boys) were applied the questionnaire pack in physical education lessons. Students' general self-esteem, basic psychological needs and motivational regulations toward physical education were assessed. Hierarchical multiple regression analysis results revealed that Turkish high school students' autonomy, competence, and relatedness need satisfaction in physical education positively predicted students' global self-esteem. Physical education teachers were recommended to consider creating need supportive lesson environment for adolescents to enhance their optimal psychological functioning and well-being.