Psychological Needs In Exercise Scale Research Articles

Prediction model of healthy lifestyles in physical education students based on self-determination theory

The main objective of this study was to analyze the predicted effect that motivational processes have with regards adopting healthy lifestyle habits among adolescents during physical education classes. The sample consisted of 214 Secondary Education students in Portugal, aged between 15 & 19 years old (M = 16.46, SD = .96), of both genders (104 boys and 110 girls). The following questionnaires were administered: The Perceived Locus of Causality Scale for Physical Education, the Basic Psychological Needs in Exercise Scale, The Healthy Lifestyle Questionnaire & the Scale of Measurement of Intention to be Physically Active. An analysis of structural equations was used which revealed that satisfaction with basic psychological needs can predict an intrinsic motivation which, in turn, predicted the variables related to healthy lifestyles, both positively & significantly. This study highlights the importance of developing self-determined motivation via satisfying basic psychological needs in physical education classes to promote a healthy lifestyle in students.

Effects of a Motivational Climate on Psychological Needs Satisfaction, Motivation and Commitment in Teen Handball Players.

The aim of this study was to examine the effects of the motivational climate created by the coach and perceived by a group of young high-performance handball players on their sport motivation, self-determination, sport psychological needs and sport commitment. The study participants were 479 young handball players. The age range was 16–17 years old. Players were administered a battery composed of a Perceived Motivational Climate in Sport Questionnaire, Sport Motivation Scale, the Basic Psychological Needs in Exercise Scale and Sport Commitment Questionnaire to measure the above-mentioned theoretical constructs. Results showed that the handball players showed high levels of a task-involving climate, of basic psychological needs satisfaction and of self-determined motivation and commitment. Higher levels of basic psychological needs such as autonomy and competence were associated with a higher task-involving climate, self-determined index and sport commitment (task-involving climate–basic psychological needs (β = 0.55; 95% IC 0.387/0.682; p = 0.001); Ego-involving climate–basic psychological needs (β = 0.06; 95% IC −0.069/0.181; p = 0.387); Basic psychological needs–self-determined index (β = 0.48; 95% IC 0.376/0.571; p = 0.001); Self-determined index–commitment (β = 0.58; 95% IC 0.488/0.663; p = 0.001). The obtained model showed that basic psychological needs mediated the association between a task-involving climate and self-determination, and self-determination mediated the association between basic psychological needs satisfaction and commitment.

Validity and Reliability Evidence of the Basic Psychological Needs in Exercise Scale (BPN-ES) in a European Sample of Individuals with Intellectual Disabilities

Validity and Reliability Evidence of the Basic Psychological Needs in Exercise Scale (BPN-ES) in a European Sample of Individuals with Intellectual Disabilities

Motivational Differences Between Crossfit And Traditional Resistance Training Participants

PURPOSE: To investigate the motivational factors, behavioral regulations based on self-determination theory framework, and the relationships between basic psychological need satisfaction and actual exercise behaviors of CrossFit and resistance training (RT) participants. METHODS: Have been evaluated 493 subjects (males = 351, females = 148), RT (n = 365, 279 males, 86 females) and CrossFit (n = 128, 69 males, 59 females) completed the follow online questionnaires: Behavioural Regulation in Exercise Questionnaire, Exercise Motivations Inventory-2, The Basic Psychological Needs in Exercise Scale. RESULTS: The CrossFit participants presented higher levels of enjoyment, stress management, social recognition, affiliation, competition, and weight management. Conversely, RT participants reported higher motives for appearance. Intrinsic regulation to exercise was significantly higher in CrossFit, whereas RT clients scored higher controlled motivation. The CrossFit group reported higher levels of relatedness, while RT group presented more perception of autonomy. There was no significant difference between weekly exercise volume between groups; therefore, correlation and mediation analysis were conducted with pooled data. Autonomy and competence were significantly associated with more autonomous forms of motivation. Exercise frequency and weekly exercise volume were positively related to intrinsic motivation. When mediating model was evaluated, the social motives to exercise and intrinsic motivation were found to mediate the relationship between competence and weekly exercise volume (95% BCa CI of 2.47 to 11.91). CONCLUSIONS: These findings suggested that CrossFit members attend the gym/CrossFit box predominantly for intrinsic reasons and social motives as compared to RT participants. Exercise professionals may consider the development of programs to increase social motives and exercise-related identity (e.g., interest, affiliation, and enjoyment) to promote intrinsic regulation in individuals from fitness centers.

Motivational determinants of physical education grades and the intention to practice sport in the future.

Self-Determination Theory (SDT) is amongst motivational frameworks the most popular and contemporary approach to human motivation, being applied in the last decades in several domains, including sport, exercise and physical education (PE). Additionally, Achievement Goal Theory (AGT) has presented evidence of how contextual factors may influence student’s behavior in this particular context. The main purpose of this study was to analyze the motivational climate created by the teacher in the classroom, students’ satisfaction of Basic Psychological Needs (BPN), and how their behavioral regulation could explain PE grades and intention to practice sports in the future. Method: A total of 618 students (290 female; 328 male) from the 6th to the 9th school level, aged between 10 and 18 years (M = 13.3; SD = 1.7) participated in this study. The following surveys were used for the proposed variables: Learning and Performance Orientations in Physical Education Classes Questionnaire (LAPOPECQ); the Basic Psychological Needs in Exercise Scale (BPNESp); and the Perceived Locus of Causality (PLOCp). Intentions to practice sport/physical activity in the future were assessed through a single item. Students’ PE grade was obtained through his/her teacher final assessment. Structural Equation Analysis was performed via AMOS 23.0. Results: After analyzing modification indices and model adjustment, the final model emerged: learning climate > BPN > autonomous motivation > intentions/PE grade. Results interpretation seems to indicate that i) the satisfaction of BPN are influenced by motivational climate (i.e., learning climate), ii) the individuals’ motivation is influenced by the satisfaction of three basic psychological needs (i.e., particularly competence), and iii) the motivational regulations have direct and significant effects with intention to practice sports outside school in the future and PE grades. Discussion & Conclusion: The main results showed that a climate oriented for learning has a positive impact on basic psychological needs satisfaction of students. However, only competence satisfaction had a significant positive relationship with students’ autonomous motivation, which in turn had a significant positive relation with PE grade, as well as for intentions for leisure-time sport/physical activity practice.

Necesidades psicológicas, motivación e inteligencia emocional en Educación Física

La motivación y la inteligencia emocional son dos constructos con gran importancia en educación, ya que ayudan a mejorar el aprendizaje y el bienestar del alumnado. El objetivo principal fue analizar la relación entre las necesidades psicológicas básicas, la motivación, la inteligencia emocional, la satisfacción con la vida y el rendimiento académico en clase de educación física (EF). Se utilizó una muestra de 343 alumnos Educación Secundaria Obligatoria con edades comprendidas entre los 11 y los 17 años (M = 13.78; DT = 1.28). Los instrumentos utilizados fueron: la adaptación al contexto educativo español de la Escala de Medición de las Necesidades Psicológicas Básicas, la Escala de Locus Percibido de Causalidad en EF, el Cuestionario de Inteligencia Emocional, la Escala de Satisfacción con la Vida y la última calificación para medir el rendimiento académico. Los resultados mostraron correlaciones positivas entre las necesidades psicológicas, los tipos de motivación más autodeterminados, la inteligencia emocional y posibles consecuencias como el rendimiento académico o la satisfacción con la vida. A su vez, la desmotivación se asoció con niveles más bajos en las variables de estudio en la línea de la teoría de la autodeterminación. Además, las necesidades psicológicas básicas se mostraron como predictoras de los tipos de motivación más autodeterminados y de la inteligencia emocional. Estos resultados señalan la importancia de las necesidades psicológicas básicas que podrán mejorar la motivación y aspectos emocionales de los alumnos, teniendo esto a su vez consecuencias sobre rendimiento académico o el bienestar psicológico Motivation and emotional intelligence are very important in education, because they help to improve the learning and well-being of students. The main aim was to analyze the relationship between basic psychological needs, motivation, emotional intelligence, satisfaction with life and academic performance in physical education. A sample of 343 students from secondary education, aged between 11 and 17 years, was used (M = 13.78; DT = 1.28). The instruments used were: Psychological Needs in Exercise Scale, Perceived Locus of Causality Scale, Emotional Quotient inventory: Young Version, Satisfaction with Life Scale and the last course grade to measure the academic performance. The results showed positive correlations and predictive power between basic psychological needs, self-determined motivation types, emotional intelligence and possible consequences such as academic performance or satisfaction with life. At the same time, demotivation was associated with lower levels in the variables of study in the line of the self-determination theory. Furthemore, the psychological basic needs were shown as predictors of the self-determined motivation types and the emotional intelligence. These results indicate the importance of the basic psychological needs that will improve motivation and emotional aspects of the students, what can cause impact on academic performance or psychological well-being.

Physically active undergraduates: Motivational and emotional profiles

Objectives: The aim was to determine the motivational profiles – including variables from the theory of self-determination and emotional intelligence – of active undergraduates, and to examine their relationship with physical activity. Participants: Six hundred and fifteen undergraduates participated in the study. Methods: Trait Meta-Mood Scale, Basic Psychological Needs in Exercise Scale, Behavioral Regulation in Exercise Questionnaire and Habitual Physical Activity Questionnaire were administered. Cluster analysis was used to identify the motivational profiles. Results: Two motivational profiles were found. One of the motivational profiles included the participants with high levels of satisfaction of the basic psychological needs and self-determined motivation; moderately high levels of emotional clarity and repair; and low levels of non-self-determined motivation. Further, this group showed the highest rates of physical practice than its counterpart. Conclusions: The combination of self-determination theory and emotional intelligence should be considered when examining adherence to physical activity.

Positive environments in youth football

Derived from Basic Psychological Needs Theory (BPNT) is the notion that the social environment may promote athletes’ basic psychological needs, which are considered important for positive development and optimal motivational functioning. The present study investigated the predictive value of perceived justice and coach feedback on basic needs satisfaction in the context of youth football. Participants were Norwegian youth football players (N = 532) participating in a national tournament. During the initial stage of the tournament, players completed the Coaching Feedback Questionnaire, Perceived Justice in Sport Questionnaire and Basic Psychological Needs in Exercise Scale under supervision. Regression analysis showed that perceived justice and positive/instructive coaching feedback positively predicted players’ needs satisfaction, while negative feedback and non-reinforcement/ignoring mistakes were not significant predictors of needs satisfaction. Together, perceptions of justice and coach feedback explained 24% of the variance in athletes’ needs satisfaction. The findings thereby indicate that athletes’ perceptions of fairness and coach feedback are important in understanding youth athletes’ needs satisfaction.

Short report: moderations in exercise motivation – gender and age moderates the relations of motivation quality and exercise behavior

ABSTRACTAimsSelf-determined motivation has been found to be an important predictor of exercise behavior. Findings on gender and age differences are however mixed and previous research has called for studies to examine gender and age as potential moderating factors as they might influence how motivation quality affects exercise behavior.MethodsEmbedded in a controlled trial of a digital intervention aiming to promote exercise motivation, this study examined specific (longitudinal) pathways related to motivation quality, psychological need satisfaction and exercise behavior within the self-determination theory (SDT) process model in a sample of 318 adult employees. The participants completed web-based versions of Basic Psychological Needs in Exercise Scale, Behavioural Regulations in Exercise Questionnaire-2, and Leisure Time Exercise Questionnaire three times during a six weeks period.ResultsModeration analyses revealed significant gender and age differences in the associations of motivation quality, basic psychological needs and exercise behavior over time. Several paths in the SDT-process model, linking psychological needs and motivation quality to exercise behavior, were moderated by gender and age. The stipulated mechanisms between exercise, motivation and psychological need satisfaction in the SDT-process model revealed to be stronger for women than for men, and stronger for older adults than for younger and middle-aged adults. The effect of amotivation on exercise was also significantly moderated by age in the full sample, by positively predicting light exercise for younger adults.ConclusionsFuture recommendations are related to the examination of potential differences in opportunities of autonomy support in the social context based on factors such as gender and age, and also to further examine these factors as potential moderators instead of statistically controlling them as default.

VALIDATION OF THE BASIC PSYCHOLOGICAL NEEDS IN EXERCISE SCALE (BPNES)

ABSTRACT The study aimed to validate for Portuguese language (Brazilian population) the questionnaire Basic Psychological Needs in Exercise Scale (BPNES) in Physical Education. Attended three translators involved in the translation process, three doctors in Sport Psychology and 403 students. The instrument was the BPNES with 12 items that assessed the basic psychological needs (autonomy, competence and relationship). For analysis, we used the content validity coefficients, kappa, Cronbach's alpha, intraclass correlation and confirmatory factor analysis. The Results showed that the version for the Portuguese language contains appropriate questions for clarity of language and practical relevance (CVC>.81) and presents internal consistency (α=0.83), and satisfactory test-retest reliability (R = 0.87) . Confirmatory factor analysis presented adjustment coefficients (X2/gl=2.10; GFI=0.95; CFI=0.96; TLI=0.95; RMS=0.05). We conclude that the version into Portuguese of BPNES proved to be valid to assessed the constructs of motivation (autonomy, competence and relationships) in the Brazilian educational context.

Zooming in on the Effects: a Controlled Trial on Motivation and Exercise Behaviour in a Digital Context

This study is a description of a short-term digital exercise intervention based on the theoretical framework self-determination theory and tested in a controlled trial. The sample consisted of 318 adult women (n = 279) and men (n = 40) aged 23–67 years (M = 46.7; SD = 9.4) participating in a digital step contest provided by their employer. All participants completed study baseline measures via validated web-based versions of the following instruments: Basic Psychological Needs in Exercise Scale, Behavioural Regulations in Exercise Questionnaire-2, and Leisure Time Exercise Questionnaire. These measures were repeated twice, 3 weeks (post-intervention) and 6 weeks (follow-up) after study baseline. The experimental group had access to the intervention platform for three weeks. Data were analysed by analyses of covariance and mediation variable analysis. Results showed the intervention to affect exercise level and intensity as well as basic psychological need satisfaction and behavioural regulations. Intervention effects on amotivation post-intervention were found to mediate total exercise behaviour at follow-up. Moderation analyses showed intervention effects on light exercise to be stronger for those participants engaging in moderate or high levels of light activities at study baseline. Also, the effect on identified regulation was stronger for those with low levels of identified regulation at study baseline. This study adds to the knowledge on exercise motivation based on short-term intervention effects on level and intensity of exercise and physical activity. The use of mediating and moderating analyses uncover processes underlying the main intervention effects. Findings are discussed in relation to self-determination theory and previous research.

Psychological factors related to physical education classes as predictors of students' intention to partake in leisure-time physical activity.

In view of the rise in sedentary lifestyle amongst young people, knowledge regarding their intention to partake in physical activity can be decisive when it comes to instilling physical activity habits to improve the current and future health of school students. Therefore, the object of this study was to find a predictive model of the intention to partake in leisure- time physical activity based on motivation, satisfaction and competence. The sample consisted of 347 Spanish, male, high school students and 411 female students aged between 13 and 18 years old. We used a questionnaire made up of the Sport Motivation Scale, Sport Satisfaction Instrument, and the competence factor in the Basic Psychological Needs in Exercise Scale and Intention to Partake in Leisure-Time Physical Activity, all of them adapted to school Physical Education. We carried out confirmatory factor analyses and structural equation models. The intention to partake in leisure-time physical activity was predicted by competence and the latter by satisfaction/fun. Intrinsic motivation was revealed to be the best predictor of satisfaction/fun. Intrinsic motivation should be enhanced in order to predict an intention to partake in physical activity in Physical Education students.

Affectivity Profiling in Relation to Exercise: Six-months Exercise Frequency, Motivation, and Basic Psychological Needs Fulfilment

Background: In the past 10 years, several studies using the affective profiles model (i.e., combinations of high/low positive/negative affect) show that individuals with high positive affect profiles (i.e., self-fulfilling and high affective) report greater propensity to exercise compared to individuals with low positive affect profiles (i.e., selfdestructive and low affective). Nevertheless, these studies have not used objective measures of exercise frequency. Objective: We investigated differences in exercise frequency six months back in time, motivation, basic psychological needs fulfillment, and if the effect of motivation and needs on training frequency was moderated by type of profile. Method: 143 individuals at a training facility in the South of Sweden responded to the Positive Affect Negative Affect Schedule, the Behavioral Regulation in Exercise Questionnaire 2, the Basic Psychological Needs in Exercise Scale, and provided their membership number for the electronic tracking of their training frequency. Results: Although there were no differences in exercise frequency, positive affect was negatively associated to external regulation and positively to autonomy, competence, and relatedness per se; both when negative affect was low or high. All other variables presented complex dynamic associations to affectivity. Training frequency was positively related to introjected regulation and competence among individuals with a self-destructive profile and negatively to relatedness among those with a high affective profile. Conclusion: Future studies are needed in order to investigate objective measures of exercise frequency in relation to affectivity profiling. Importantly, the model allows the comparison of people who differ in one affectivity dimensions while keeping the other constant.

Relación entre las metas de logro 3x2 y la competencia percibida en los estudiantes de Educación Física

La adhesión de los jóvenes a la actividad física y su implicación activa en el deporte a lo largo de la vida, son dos de los grandes objetivos que persigue la Educación Física. En esta investigación se examina la relación entre las metas de logro y la competencia percibida en Educación Física desde el reciente marco teórico de metas de logro 3x2. Participaron 205 estudiantes (113 varones y 92 mujeres), con edades comprendidas entre los 12 y los 17 años (M = 14.02; SD = 1.70), pertenecientes a dos institutos de Educación Secundaria del Norte de España. Los estudiantes cumplimentaron el Cuestionario de Metas de logro 3x2 en Educación Física (CML 3x2-EF) y la subescala competencia percibida de la Escala de las Necesidades Psicológicas Básicas en el Ejercicio (BPNES) también adaptada a la Educación Física. Se realizaron análisis descriptivos (M y DT), alfas de Cronbach y un análisis de regresión lineal por pasos. Los resultados señalaron una correlación positiva entre las seis metas de logro y la competencia percibida, destacando el elevado valor de las metas de aproximación-tarea y aproximación-yo. Las tres metas de aproximación (aproximación-tarea, aproximación-yo, aproximación-otro) predijeron significativamente la competencia percibida (ß=.43; .18; .20, respectivamente). Los resultados dan apoyo al marco teórico de metas de logro 3x2.

Need satisfaction, motivational regulations and exercise: moderation and mediation effects.

BackgroundBased on the Self-determination theory process model, this study aimed to explore relationships between the latent constructs of psychological need satisfaction, autonomous motivation and exercise behaviour; the mediational role of autonomous motivation in the association of psychological need satisfaction with exercise behaviour; as well as gender and age differences in the aforementioned associations.MethodsAdult active members of an Internet-based exercise program (n = 1091) between 18 and 78 years of age completed a test battery on motivational aspects based on Self-determination theory. The Basic Psychological Needs in Exercise Scale and the Behavioural Regulation in Exercise Questionnaire-2 were used to measure need satisfaction and type of motivation and the Leisure Time Exercise Questionnaire to measure self-reported exercise.ResultsNeed satisfaction predicted autonomous motivation, which in turn predicted exercise, especially for women. Autonomous motivation was found to mediate the association between need satisfaction and exercise. Age and gender moderated several of the paths in the model linking need satisfaction with motivation and exercise.ConclusionThe results demonstrated gender and age differences in the proposed sequential mechanisms between autonomous motivation and exercise in the process model. This study thus highlights a potential value in considering moderating factors and the need to further examine the underlying mechanisms between needs, autonomous motivation, and exercise behaviour.

Efectos de las actividades en la naturaleza en la predicción de la satisfacción de la Educación Física (Effects of outdoor activities in predicting Physical Education satisfaction)

El objetivo de este trabajo ha sido conocer cómo pueden influir las actividades en el medio natural en la predicción de la satisfacción hacia la Educación Física. La muestra fue de 125 alumnos de 4º de la ESO de Educación Secundaria divididos en un grupo experimental (n=76) y grupo control (n=49). Se utilizó un cuestionario compuesto por la Basic Psychological Needs in Exercise Scale, el factor de Motivación Intrínseca del Sport Motivation Scale, y Sport Satisfaction Instrument. Se realizó un programa de intervención con Educación de Aventura con 18 sesiones distribuidas en tres unidades didácticas y se tomaron medidas antes (pretest) y después de la intervención (postest). Se realizaron análisis descriptivos y modelos de ecuaciones estructurales. Tras el Programa de Aventura mejoran todas las variables excepto el aburrimiento, sobre todo la relación con los demás. La autonomía predice principalmente la motivación intrínseca, y ésta la satisfacción/diversión en el alumnado.Abstract. The aim of this study was to determine the effect of outdoor activities in the prediction of Physical Education satisfaction. The sample comprised 125 students of high-school students assigned into an experimental (n=76) and a control group (n=49). Participants completed the Basic Psychological Needs in Exercise Scale, the Intrinsic Motivation factor of the Sport Motivation Scale, and the Sport Satisfaction Instrument. The intervention program consisted on 18 Adventure Education sessions divided on three teaching units. Before (pre-test) and after (post-test) intervention measurements were obtained. Descriptive analyzes and Structural Equation Modeling were used to analyze the data. Following the Adventure Program, all variables improved but boredom, especially the relationship with others. Autonomy predicts mainly intrinsic motivation, which in turn, predicts satisfaction/enjoyment in students.

Estudio psicométrico y predicción de la importancia de la educación física a partir de las orientaciones de meta ("Perception of Success Questionnaire - POSQ")

El objetivo de esta investigación fue doble: (a) analizar las propiedades psicométricas del Perception of Success Questionnaire (POSQ) adaptado a la Educación Física (EF); y (b) analizar la predicción de la importancia y utilidad concedida a la EF a partir de las orientaciones de meta, percepción de competencia y satisfacción del alumnado. El cuestionario estuvo compuesto por los siguientes instrumentos: POSQ, Escala de Necesidades Psicológicas Básicas en el Ejercicio, Satisfacción con la EF e Importancia de la EF. Se administró a 846 estudiantes españoles de secundaria de 12 a 19 años. La estructura del POSQ se analizó mediante procedimientos confirmatorios y mostró una consistencia interna fiable y una estructura factorial estable (apoyando el modelo teórico hipotetizado: orientación al ego y a la tarea). Así, se considera un instrumento válido para medir la orientación de meta disposicional en EF. Para la predicción de la importancia de la EF a partir de las orientaciones de meta, competencia y satisfacción, se halló un modelo de ecuaciones estructurales que confirmó que la orientación a la tarea es la que más influye en la percepción de competencia y ésta en la satisfacción/diversión, lo que predice que el alumnado considere más importante y útil la asignatura.

Cross-cultural invariance of the basic psychological needs in exercise scale and need satisfaction latent mean differences among Greek, Spanish, Portuguese and Turkish samples

ObjectivesThe present study examined the extent to which scores from the Basic Psychological Needs in Exercise Scale are measurement invariant across Greek, Spanish, Portuguese, and Turkish samples of exercise participants. DesignA cross-sectional design wherein responses were analyzed from 504 Greek participants, 518 Spanish participants, 989 Portuguese participants, and 686 Turkish participants. MethodsData on exercise participants' need satisfaction were collected using the Basic Psychological Needs in Exercise Scale (Vlachopoulos & Michailidou, 2006) after back translation for the languages involved in the study. ResultsMulti-sample confirmatory factor analyses showed that BPNES scores were largely invariant at the configural, metric, and strong invariance levels, but not at the strict invariance level for Spanish, Portuguese, and Turkish samples compared to the Greek sample. Portuguese participants reported higher levels of satisfaction for all three needs compared to Greek participants, while for Spanish participants this was the case only for competence and relatedness. Turkish participants did not differ from Greek participants. ConclusionsThe present findings support valid cross-cultural comparisons at the latent variance/covariance level and the latent/observed mean level of the constructs of autonomy, competence, and relatedness using the BPNES.

Validity and Reliability of the Chinese Translation of Basic Psychological Needs in Exercise Scale

The current study examined some psychometric properties of the Basic Psychological Needs in Exercise Scale (BPNES; Vlachopoulos & Michailidou, 2006 ) in a group of Chinese university students in Hong Kong. A total of 460 undergraduate students were invited to take part in this study. We examined the factorial validity, discriminant validity, nomological validity, internal reliability, and measurement invariance across sex of a Chinese translation of the BPNES. The findings demonstrated that the scale had a good factorial validity and satisfactory internal reliability. Measurement invariance analysis indicated that the factor loadings and factor variance as well as covariance of measurement structure were invariant across male and female participants. Nomological validity was supported by the results of SEM analysis. Overall, the current study provided initial evidence for the validity and reliability of a Chinese translation of BPNES, and suggested that this scale could be used to measure satisfaction of psychological needs in the exercise field of Hong Kong undergraduate students.

Validation of the Basic Psychological Needs in Exercise Scale in a Portuguese Sample

In line with self-determination theory (SDT: Deci & Ryan, 1985, 2002) the satisfaction of the basic psychological needs for autonomy, competence, and relatedness has been identified as an important predictor of behavior and optimal functioning in various contexts including exercise. The lack of a valid and reliable instrument to assess the extent to which these needs are fulfilled among Portuguese exercise participants limits the evaluation of causal links proposed by SDT in the Portuguese exercise context. The aim of the present study was to translate into Portuguese and validate the Basic Psychological Needs in Exercise Scale (BPNES: Vlachopoulos & Michailidou, 2006). Using data from 522 exercise participants the findings provided evidence of strong internal consistency of the translated BPNES subscales while confirmatory factor analysis supported a good fit of the correlated 3-factor model to the data. The present findings support the use of the translated into Portuguese BPNES to assess the extent of basic psychological need fulfilment among Portuguese exercise participants.