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1.
The purpose of the present study, grounded in self-determination theory, was to explore the relationship between Paralympic athletes' perceptions of autonomy-supportive coach behavior basic psychological needs, and intrinsic motivation to know, accomplish, and experience stimulation. One hundred thirteen Canadian Paralympic athletes completed an online survey, consisting of measures of coach autonomy support; of perceptions of autonomy, competence, and relatedness; and of intrinsic motivation. Perceived coach autonomy support was a predictor of athletes' perceptions of autonomy and relatedness. Perceived competence was a significant predictor of all three forms of intrinsic motivation, while perceived autonomy was a significant predictor of intrinsic motivation to accomplish and experience stimulation. The results highlight the important relationship between coach behavior and athlete motivation in disability sport. 相似文献
2.
教练领导行为与大学生运动员自主需要、内在动机关系模型构建 总被引：1，自引：0，他引：1
目的：以自我决定理论为基础，探讨教练领导行为与大学生运动员的自主需要（包括能力感知、自主性和关系感）、内在动机之间的关系。方法和内容：运用3个量表测量282名大学生运动员，利用SPSS13．0、LISREL8．53对样本数据进行统计分析，并建立结构方程模型，考察教练领导行为通过能力、自主性和关系感等自主需要间接影响运动员内在动机的路径。结论：能力感知、自主性和关系感对体育内在动机有显著影响；4种教练领导行为能通过能力感知、自主性和关系感等中介变量，间接预测大学生运动员内在动机。 相似文献
3.
Research illustrates the positive roles of perceived competence, autonomy, and mastery climate and the negative role of performance climate in student motivation in physical education. Less research has examined perceptions of relationships within this setting (i.e., perceived teacher support and relatedness) and their role in student motivation. The purpose of this study was to test the mediating roles of perceived competence, autonomy, and relatedness in the relationship between social contextual factors and motivation in physical education students (N = 508). Results from structural equation modeling showed that perceived competence, autonomy, and relatedness partially mediated the relationship between perceived teacher support and self-determined motivation and that mastery climate related directly to self-determined motivation. The results highlight the importance of perceived teacher support, mastery climate, and relatedness to motivation in physical education. 相似文献
4.
目标定向对大学生体育锻炼内在动机的影响 总被引：3，自引：1，他引：2
以470名大学生为被试,考察目标定向对大学牛体育锻炼内在动机的影响.结果表明,任务定向、自我定向、能力感、自主感和归属感直接影响体育锻炼内在动机.此外,任务定向通过自主感和归属感变量对内在动机产生间接调节效应,自我定向通过能力感变量对内在动机产生间接调节效应. 相似文献
5.
Abstract The purpose of this study was to examine coach strategies for addressing athletes' psychosocial challenges in returning to sport following injury rehabilitation. Qualitative interviews with eight elite coaches from the Western Australian Institute of Sport (WAIS) in Perth, Australia revealed that coaches facilitated athletes' return to sport from injury through a variety of means, but did not typically provide systematic forms of assistance. Coaches commented that the idiosyncratic nature of the injury experience meant that they needed to apply strategies consistent with athletes' particular psychosocial needs. Such strategies included: (a) coordination of a “team approach” to rehabilitation; (b) fostering open communication with athletes and treatment team members; (c) social support; (d) positive thinking and goal setting; and (e) role models. Analysis of these strategies revealed that coaches attempted to address competence, autonomy, and relatedness needs in facilitating athletes' return from injury. These findings suggest that self-determination theory may be a valuable approach for examining coach forms of assistance regarding athletes' return to competition following injury. Findings are discussed in relation to injury literature and self-determination theory. Suggestions for future research are also presented. 相似文献
6.
This study investigated the relationships between perceptions of coach autonomy support, basic psychological need satisfaction and the frequency at which youth soccer players engage in additional soccer activity outside of team sessions. We employed structural equation modelling to test a two-wave (T1 and T2) half-longitudinal study to see if basic psychological need satisfaction mediated the relationship between coach autonomy support and additional soccer activity across a competitive season. The sample consisted of 527 youth soccer players, aged 10–15 years. Results revealed moderate to strong temporal stability for autonomy, competence, relatedness and frequency of additional soccer activity. Furthermore, no support is offered for mediation as T1 coach autonomy support was not related to any of the three basic needs at T2 when accounting for their T1 levels. However, a positive relationship between T1 autonomy and T2 additional soccer activity emerged. This suggests that those who experience high levels of autonomy in the team setting at the start of the season report an increased frequency of additional activity at the end of the season. Results are discussed in light of the Self-Determination Theory and the Trans-Contextual Model. 相似文献
7.
Using basic psychological needs theory (BPNT; Ryan & Deci, 2000) as our guiding framework, we explored cultural differences in the relationships among physical education students' perceptions of teacher autonomy support, psychological need satisfaction, subjective vitality and effort in class. Seven hundred and fifteen students (age range from 13 to 15 years) from the U.K. and Hong Kong, China, completed a multisection inventory during a timetabled physical education class. Multilevel analyses revealed that the relationships among autonomy support, subjective vitality and effort were mediated by students' perceptions of psychological need satisfaction. The relationship between autonomy support and perceptions of competence was stronger in the Chinese sample, compared with the U.K. sample. In addition, the relationship between perceptions of relatedness and effort was not significant in the Chinese students. The findings generally support the pan-cultural utility of BPNT and imply that a teacher-created autonomy supportive environment may promote positive student experiences in both cultures. 相似文献
8.
In this study, we examined the main and interactive effects of students' goal orientations, perceived competence and perceptions of the motivational climate on the motivational styles advanced by self-determination theory. The participants were 328 British secondary school students aged 13.6±0.6 years (mean±s). Moderated hierarchical regression analyses revealed task orientation, perceived competence and perceptions of a mastery climate to be positive predictors of self-determined styles of motivation. Perceived competence in physical education was negatively associated with amotivation. Significant interaction effects for mastery climate×task orientation and for ego orientation×perceived competence emerged. The results indicate that: (1) for students endorsing a high task orientation, the perception that the class climate was high in mastery cues was associated with increased intrinsic motivation; and (2) for students high in ego orientation, the belief that one was competent increased, while perceptions of incompetence attenuated intrinsic motivation. Additionally, a three-way interaction between ego orientation, performance climate and perceived competence emerged. In light of achievement goal and self-determination frameworks, we propose that studying the potential interplay between both individual and situational goal perspectives and the moderating effect of perceived competence may further enhance our understanding of motivation in physical education. 相似文献
9.
Anne Cox Nicole Duncheon Lindley McDavid 《Research quarterly for exercise and sport》2013,84(4):765-773
Research has demonstrated the importance of relatedness perceptions to self-determined motivation in physical education. Therefore, studies have begun to examine the social factors contributing to feelings of relatedness. The purpose of this study was to examine teacher (perceived emotional support) and peer (acceptance, friendship quality) relationship variables to feelings of relatedness, motivation, and affective responses in junior high physical education students (N = 411). Results revealed that perceived relatedness mediated the relationship between variables and self-determined motivation and related directly to the amount of enjoyment and worry students experienced. These findings demonstrate that relationships with both teachers and peers are important for students' relatedness perceptions, motivation, enjoyment, and worry in physical education. 相似文献
10.
The aim of this paper is to present a motivational model of the coach-athlete relationship that describes how coaches may influence athletes' motivation. In line with cognitive evaluation theory (Deci and Ryan, 1980, 1985) and the hierarchical model of intrinsic and extrinsic motivation (Vallerand, 1997, 2000), a motivational sequence is proposed where coaches' personal orientation towards coaching, the context within which they operate, and their perceptions of their athletes' behaviour and motivation influence coaches' behaviours. Also, coaches' behaviours in the form of autonomy-supportive behaviours, provision of structure and involvement have a beneficial impact on athletes' needs for autonomy, competence and relatedness, which, in turn, nurture athletes' intrinsic motivation and self-determined types of extrinsic motivation. Here, we first review coaches' autonomy-supportive behaviours. We then describe the psychological processes through which coaching behaviours have a positive influence on athletes' intrinsic and self-determined extrinsic motivation. Finally, we identify social and personality processes that determine coaching behaviours. 相似文献
11.
Sean P. Cumming Rebecca A. Battista Martyn Standage Martha E. Ewing Robert M. Malina 《Journal of sports sciences》2013,31(10):1039-1046
Abstract In this study, we examined the relations between biological maturity status, body mass index, age, and perceptions of adult autonomy support in the context of youth soccer. A total of 70 female and 43 male soccer players, aged 9 – 15 years, completed three adult-specific versions (i.e. mother, father, coach) of the perceived autonomy support subscale from the Interpersonal Style Scale. The participants' percent predicted adult stature was used as an estimate of biological maturity status. Multiple linear regression analyses revealed that advanced maturity status in male players predicted lower perceptions of autonomy support from the coach. Maturity status was unrelated to perceptions of autonomy support from the coach in female soccer players, and paternal and maternal autonomy support in male and female players. Age and body mass index were unrelated to perceptions of adult (i.e. coach, mother, father) autonomy support in male and female players. 相似文献
12.
Self-determination theory suggests that when psychological needs for autonomy, competence, and relatedness are met, participants experience more self-determined types of motivation and more positive outcomes. Limited research has examined this mediational role of self-determined motivation in adult physical activity participants, and very few studies have included assessments of relatedness. This study tested the hypothesis that self-determined motivation would mediate the relationship between psychological need fulfillment and affective and behavioral outcomes. Adult dragon boaters (N = 558) between the ages of 19 and 83 completed a questionnaire on motivational aspects of dragon boating. Competence, relatedness, and autonomy all significantly predicted self-determined motivation, but self-determined motivation only partially mediated their relationship with positive and negative affect. These findings demonstrate the importance of all three needs in adult activity motivation and suggest that the relationships between needs, self-determination, and outcomes may be complex. 相似文献
13.
The study aim was to examine constructs of autonomy support and competence as well as the motivation continuum from the self-determination theory (SDT) as a framework for understanding physical activity (PA) motivation and behavior in breast cancer survivors. Questionnaires assessing demographics, medical factors, PA, motivation continuum, perceived autonomy support, and competence were completed by 558 breast cancer survivors. Results showed that lymphedema (chi2 = 7.9, p < .01) (chi2 = 4.6, p < .05) were associated with meeting PA guidelines. Moreover, survivors meeting PA guidelines reported more identified regulations and intrinsic motivation (p < .01), autonomy support (p < .01), and competence (p < .01). Forced entry hierarchical regression analysis showed that SDT constructs explained 20.2% (p < .01) of the PA variance. Significant independent SDT predictors included identified regulation (Beta = .14, p < .05) and competence (Beta = .23, p < .01), with autonomy support approaching significance (Beta = .9, p = .057). SDT may be a useful model for understanding PA motivation and behavior in breast cancer survivors. 相似文献
14.
In this study, we examined the main and interactive effects of students' goal orientations, perceived competence and perceptions of the motivational climate on the motivational styles advanced by self-determination theory. The participants were 328 British secondary school students aged 13.6 +/- 0.6 years (mean +/- s). Moderated hierarchical regression analyses revealed task orientation, perceived competence and perceptions of a mastery climate to be positive predictors of self-determined styles of motivation. Perceived competence in physical education was negatively associated with amotivation. Significant interaction effects for mastery climate x task orientation and for ego orientation x perceived competence emerged. The results indicate that: (1) for students endorsing a high task orientation, the perception that the class climate was high in mastery cues was associated with increased intrinsic motivation; and (2) for students high in ego orientation, the belief that one was competent increased, while perceptions of incompetence attenuated intrinsic motivation. Additionally, a three-way interaction between ego orientation, performance climate and perceived competence emerged. In light of achievement goal and self-determination frameworks, we propose that studying the potential interplay between both individual and situational goal perspectives and the moderating effect of perceived competence may further enhance our understanding of motivation in physical education. 相似文献
15.
作为培养优秀运动员队伍的主力军,教练员在体育强国建设的征程中肩负着神圣的使命与责任。以教练员服务行为为自变量,探究其对运动员训练投入的影响机理以及感恩的中介效应,通过问卷星线上对319名上海市业余体校运动员随机展开调查。发现：(1)教练员服务行为、感恩、运动员训练投入呈显著正相关关系;(2)教练员服务行为对运动员训练投入具有显著正向影响;(3)感恩在教练员服务行为和运动员训练投入之间发挥部分中介效应;(4)教练员服务行为4个维度(说服引导、利他主义、智慧启迪和民族责任感)对运动员训练投入均有不同程度的正向预测作用,且相比而言,利他主义更为重要。建议：塑造教练员服务型管理和执教风格,增强运动员训练投入积极性;建立完善的运动员资料档案,激发教练员利他主义行为倾向;加强运动员感恩素质教育,提升感恩认知和行为。 相似文献
16.
Estimated maturity status and perceptions of adult autonomy support in youth soccer players 总被引：2，自引：2，他引：0
Cumming SP Battista RA Martyn S Ewing ME Malina RM 《Journal of sports sciences》2006,24(10):1039-1046
In this study, we examined the relations between biological maturity status, body mass index, age, and perceptions of adult autonomy support in the context of youth soccer. A total of 70 female and 43 male soccer players, aged 9 - 15 years, completed three adult-specific versions (i.e. mother, father, coach) of the perceived autonomy support subscale from the Interpersonal Style Scale. The participants' percent predicted adult stature was used as an estimate of biological maturity status. Multiple linear regression analyses revealed that advanced maturity status in male players predicted lower perceptions of autonomy support from the coach. Maturity status was unrelated to perceptions of autonomy support from the coach in female soccer players, and paternal and maternal autonomy support in male and female players. Age and body mass index were unrelated to perceptions of adult (i.e. coach, mother, father) autonomy support in male and female players. 相似文献
17.
魏瑶 《体育科技文献通报》2011,19(4):6-8
本研究目的是探讨运动身体自我对大学生体育内在动机的影响机制。通过对480名大学生进行身体自我、心理需要感知和体育内在动机等问卷的测量和分析。结果显示,青少年的体能素质和体型管理等变量对大学生体育内在动机产生直接效应,并且体能素质、技能素质、身体健康、运动效能、体型管理和负面修饰等变量分别通过能力感、自主感和归属感等心理需要变量间接影响大学生体育内在动机。 相似文献
18.
Javier Fernandez-Rio Naira Sanz Judith Fernandez-Cando Luis Santos 《Physical Education & Sport Pedagogy》2017,22(1):89-105
Background: Cooperative Learning has been recently defined as a true pedagogical model. Moreover, in a recent review Casey and Goodyear reported that it can help physical education promote the four basic learning outcomes: physical, cognitive, social and affective.Purpose: The main goal was to investigate the impact of a sustained Cooperative Learning intervention on student motivation. The second goal was to assess students’ perceptions of the Cooperative Learning class climate. Finally, the third goal was to explore students’ feelings and thoughts after experiencing Cooperative Learning in physical education for an extended period of time.Participants and settings: 249 students (grades 8–11) and 4 teachers enrolled in 4 different high schools agreed to participate. Each school administration allocated several class groups to each teacher based on its necessities. Therefore, intact physical education classes played a part in this research project. They were randomly distributed into an experimental group with 137 students (mean age 13.91?±?1.76 years), which experienced 3 consecutive cooperative learning units, and a comparison group with 112 students (mean age 13.41?±?1.25 years), which experienced a traditional teaching approach during the same length of time.Research design: A pre-test, post-test, quasi-experimental, comparison group design was followed.Data collection: Prior to and at the end of the intervention programme, all participating students were asked to complete a questionnaire, which included the Perceived Locus of Causality Scale and the subscale ‘Cooperative Learning’ of the Perceived Motivational Climate Questionnaire. At post-test, participants in the experimental group were also asked to: ‘Describe your feelings, your thoughts and your ideas on the three Cooperative Learning units that you just experienced in physical education’.Data analysis: Quantitative data was analysed using SPSS 22.0, while MAXQDA 11 was used to assist with qualitative data management.Findings: Quantitative data showed an increase in intrinsic motivation and identified regulation only in the experimental group. This group also increased its perceptions of a Cooperative Learning class climate. Qualitative data analysis of the students’ responses after experiencing Cooperative Learning on a sustained basis produced five major themes: cooperation, relatedness, enjoyment, novelty and disappointment. All these findings are in line with Vallerand's hierarchical model of motivation, where social factors (i.e. Cooperative Learning) influence psychological mediators (i.e. relatedness), which mediate over the different types of motivation (i.e. intrinsic motivation) and finally lead to different outcomes (i.e. enjoyment).Conclusion: Cooperative Learning applied on a sustained basis can increase the most self-determined types of motivation, intrinsic motivation and identified regulation, in secondary education students. Students’ perceptions after experiencing Cooperative Learning for a long period of time reflected four positive ideas: cooperation, relatedness, enjoyment and novelty and a negative one: disappointment. Both the positive and the negative ideas should be considered when implementing Cooperative Learning in physical education, because students experience them. 相似文献
19.
Lijuan Wang 《European Journal of Sport Science》2017,17(4):453-461
Purposes: This study applies the self-determination theory (SDT) to test the hypothesized relationships among perceived autonomy support from parents, physical education (PE) teachers, and peers, the fulfilment of psychological needs (i.e., autonomy, competence, and relatedness), autonomous motivation, and leisure-time physical activity of Chinese adolescents. Method: There are 255 grade six to eight student participants from four middle schools around Shanghai, China included in this study. An accelerometer was used to measure the moderate-to-vigorous physical activity (MVPA). The participants completed the questionnaires regarding SDT variables. The structural equation modelling was applied to examine the hypothesized relationships among the study variables. Results: The model of hypothesized relationships demonstrated a good fit with the data [X2?=?20.84, df?=?9, P?=?.01; CFI?=?0.98; IFI?=?0.98; SRMR?=?0.04; RMSEA?=?0.05]. The findings revealed that autonomy support from parents, PE teachers, and peers foster social conditions in which the three basic psychological needs can be met. In turn, autonomy, competence, and relatedness are positively associated with autonomous motivation for MVPA. The autonomous motivation positively relates to the MVPA time of adolescents. The three psychological needs partially mediate the influence of autonomy support from parents (β?=?0.18, P?<?.01; Bootstrap 95% CI?=?0.06–0.33) and teachers (β?=?0.17, P?<?.01; Bootstrap 95% CI?=?0.03–0.26) in the autonomous motivation. Conclusion: In conclusion, these findings support the applicability of SDT in understanding and promoting physical activity of Chinese adolescents. 相似文献
20.
John C.K. Wang Woon Chia Liu Marc R. Lochbaum Sarah J. Stevenson 《Research quarterly for exercise and sport》2013,84(2):303-312
We examined whether perceived competence moderated the relationships between implicit theories, 2 x 2 achievement goals, and intrinsic motivation for sports and physical activity. We placed 309 university students into high and moderate perceived competence groups. When perceived competence was high, entity beliefs did not predict the performance-avoidance goal; yet when perceived competence was moderately low, entity beliefs did predict this goal. The mastery-avoidance goal had no relationship with intrinsic motivation when perceived competence was high, but had a significant negative relationship when perceived competence was moderately low. Our findings highlight the importance of reexamining the role of perceived competence when studying implicit beliefs and the 2 x 2 achievement goals. 相似文献