Hostname: page-component-586b7cd67f-r5fsc Total loading time: 0 Render date: 2024-11-25T19:10:27.719Z Has data issue: false hasContentIssue false
  • English
  • Français

The Importance of Supporting Adolescents’ Autonomy in Promoting Physical-Sport Exercise

Published online by Cambridge University Press:  10 October 2013

Juan Antonio Moreno-Murcia  and
Elisa Huéscar Hernández
Juan Antonio Moreno-Murcia
Affiliation:
Universidad Miguel Hernández (Spain)
Elisa Huéscar Hernández*
Affiliation:
Universidad Miguel Hernández (Spain)
*
*Correspondence concerning this article should be addressed to Elisa Huéscar Hernández. Universidad Miguel Hernández de Elche. Departamento de Psicología de la Salud. Edificio Altamira. Avenida de la Universidad, s/n. 03202. Elche (Spain). Phone.+34–966658525. E-mail: [email protected]
Get access Rights & Permissions [Opens in a new window]

Abstract

This study was conducted toward the objective of analyzing certain factors that influence physical activity in Spanish adolescent students using self-determination theory (Deci & Ryan, 1985; 2000) as a framework. Participants included 698 physical education students whose perception of the autonomy support provided by their teachers was assessed in and out of the class context. Also assessed were social goals of responsibility and relationship with others, basic psychological needs, and intrinsic motivation, which is part of self-determination theory (SDT). Finally, the “intention” factor posited by the theory of planned behavior (TPB) and students’ rate of exercise in the last twelve months were considered. The results of structural equations modeling suggest autonomy education, autonomy support, and social goals positively predicted certain psychological mediators, which in turn positively predicted students’ intrinsic motivation, which was a positive predictor of intention, and that of rate of exercise. The results also highlight the benefit of promoting autonomy to enhance students’ physical exercise practice.

Keywords

autonomymotivationsocial goalsintentionrate of exercise
Type
Research Article
Information
The Spanish Journal of Psychology , Volume 16 , 2013 , E81
Copyright
Copyright © Universidad Complutense de Madrid and Colegio Oficial de Psicólogos de Madrid 2013 

Access options

Get access to the full version of this content by using one of the access options below. (Log in options will check for institutional or personal access. Content may require purchase if you do not have access.)

Footnotes

This research was made possible through the project “Desarrollo de estrategias sociales para el incremento de los niveles de actividad física y salud en adolescentes: una aproximación desde la teoría de la autodeterminación [Development of social strategies for increasing physical activity levels and health in adolescents: an approach from the theory of self-determination]” (DEP2009–10610), financed by the Spanish Ministerio de Ciencia e Innovación in the call for “Proyectos de Investigación Fundamental de la Dirección General de Investigación y Gestión del Plan Nacional de I+D+i”.

References

Ainsworth, B. E., Haskell, W. L., Whitt, M. C., Irwin, M. L., Swartz, A. M., Strath, S. J., … Leon, A. S. (2000). Compendium of physical activities: An update of activity codes and MET intensities. Medicine and Science in Sports and Exercise, 32, 498–516. http://dx.doi.org/10.1097/00005768-200009001-00009 Google Scholar
Ajzen, I., & Fishbein, M. (1980). Understanding attitudes and predicting social behavior. New Jersey, NJ: Prentice Hall, Inc.Google Scholar
Almagro, B. J., Sáenz-López, P., González-Cutre, D., & Moreno-Murcia, J. A. (2011). Clima motivacional percibido, necesidades psicológicas y motivación intrínseca como predictores del compromiso deportivo en adolescentes [Perceived motivational climate, psychological needs and intrinsic motivation as predictors of adolescent sports involvement]. Revista Internacional de Ciencias del Deporte, 25, 250–265. http://dx.doi.org/10.5232/ricyde2011.02501 Google Scholar
Almagro, B. J., Sáenz-López, P., & Moreno, J. A. (2010). Prediction of sport adherence through the influence of autonomy-supportive coaching among Spanish adolescent athletes. Journal of Sport Science and Medicine, 9, 8–14.Google Scholar
Allen, J. B. (2003). Social motivation in youth sport. Journal of Sport and Exercise Psychology, 25, 551–567.Google Scholar
Ames, C. (1992). Achievement goals, motivational climate, and motivational processes. In Roberts, G. C. (Ed.), Motivation in sport and exercise (pp. 161–176). Champaign, IL: Human Kinetics.Google Scholar
Anderson, J. C., & Gerbin, D. W. (1988). Structural equation modeling in practice: A review and recommended two-step approach. Psychological Bulletin, 103, 411–423. http://dx.doi.org/10.1037//0033-2909.103.3.411 Google Scholar
Azorín, F., & Sánchez-Crespo, J. L. (1986). Métodos y aplicaciones del muestreo [Sampling methods and applications] . Madrid, Spain: Alianza Universidad.Google Scholar
Baecke, J. A., Burema, J., & Frijters, J. E. (1982). A short questionnaire for measurement of habitual physical activity in epidemiological studies. American Journal of Clinical Nutrition, 36, 936–942.Google Scholar
Balaguer, I., Castillo, I., Duda, L. D., & Tomás, I. (2009). Análisis de las propiedades psicométricas de la versión española del Cuestionario de Clima en el Deporte [Analysis of the psychometric properties of the Spanish version of the Sport Climate Questionnaire]. Revista de Psicología del Deporte, 18, 73–83.Google Scholar
Balaguer, I., Castillo, I., Duda, L. D., Quested, E., & Morales, V. (2011). Predictores socio-contextuales y motivacionales de la intención de continuar participando: Un análisis desde la SDT en danza [Socio-contextual and motivational predictors of intention to keep participating: An SDT-based analysis in dance]. Revista Internacional de Ciencias del Deporte, 25, 305–319. http://dx.doi.org/10.5232/ricyde2011.02505 Google Scholar
Bentler, P. M. (1990). Comparative fix indexes in structural models. Psychological Bulleting, 107, 238–246. http://dx.doi.org/10.1037//0033-2909.107.2.238 Google Scholar
Bollen, D. A., & Long, J. S. (1993). Testing structural equation models. Newbury Park, CA: Sage Google Scholar
Browne, M. W., & Cudeck, R. (1993). Alternative ways of assessing model fit. In Bollen, K. A. & Long, J. S. (Eds.), Testing structural equation models (pp. 136–162). Newbury Park, CA: Sage.Google Scholar
Byrne, B. M. (2001). Structural equation modeling with AMOS: Basic concepts, applications, and programming. Mahwah, NJ: Erlbaum.Google Scholar
Cecchini, J. A., González, C., Méndez, A., Fernández, J., Contreras, O., & Romero, S. (2008). Metas sociales y de logro, persistencia-esfuerzo e intenciones de práctica deportiva en el alumnado de Educación Física [Social and achievement goals, persistence-effort, and intention to practice sport in Physical Education students]. Psicothema, 20, 260–265.Google Scholar
Conde, C., Sáenz-López, R., Carmona, S., González-Cutre, D., Martínez, C., & Moreno, J. A. (2010). Validación del Cuestionario de Percepción de Soporte de Autonomía en el proceso de entrenamiento (ASCQ) en jóvenes deportistas españoles [Validation of the Perception of Autonomy-supportive Coaching Questionnaire (ASCQ) in young Spanish athletes]. Estudios de Psicología, 31, 145–157. http://dx.doi.org/10.1174/021093910804952250 Google Scholar
Conroy, D., & Coatsworth, J. (2007). Assessing autonomy-supportive coaching strategies in youth sport. Psychology of Sport and Exercise, 8, 671–684. http://dx.doi.org/10.1016/j.psychsport.2006.12.001 Google Scholar
Deci, E. L., & Ryan, R. M. (1985). Intrinsic motivation and self-determination in human behavior. New York, NY: Plenum.Google Scholar
Deci, E. L., & Ryan, R. M. (2000). The “what” and “why” of goal pursuits: Human needs and the self-determination of behavior. Psychological Inquiry, 11, 227–268. http://dx.doi.org/10.1207/S15327965PLI1104_01 Google Scholar
Florindo, A. A., & Latorre, M. R. D. O. (2003). Validation and reliability of the Baecke questionnaire for the evaluation of habitual physical activity in adult men. Revista Brasileira de Medicina do Esporte, 9, 129–135. http://dx.doi.org/10.1590/S1517-86922003000300002 Google Scholar
García-Calvo, T., Sánchez, P. A., Leo, F. M., Sánchez, D., & Amado, D. (2011). Incidencia de la teoría de la autodeterminación sobre la persistencia deportiva [Relevance of self-determination theory to persistence in sports]. Revista Internacional de Ciencias del Deporte, 25, 266–276. http://dx.doi.org/10.5232/ricyde2011.02502 Google Scholar
Granda, J., Montilla, M., Barbero, J. C., Mingorance, A., & Alemani, I. (2010). Frecuencia de práctica y motivos de participación/no participación en actividades físicas en función del género de escolares de 10-12 años de Melilla [Frequency of practice and reasons for participation/non-participation in physical activities by gender in students 10-12 years-old in Melilla]. Revista Internacional de Ciencias del Deporte, 21, 280–296.Google Scholar
Guan, J., McBride, R. E., & Xiang, P. (2006). Reliability and validity evidence for the Social Goal Scale-Physical Education (SGS-PE) in high school settings. Journal of Teaching in Physical Education, 25, 226–238.Google Scholar
Guan, J., Xiang, P., McBride, R., & Bruene, A. (2006). Achievement goals, social goals and students’ reported persistence and effort in high school physical education. Journal of Teaching in Physical Education, 25, 58–74.Google Scholar
Hagger, M. S., Chatzisarantis, N. L. D., Hein, V., Pihu, M., Soós, I., & Karsai, I. (2007). The perceived autonomy support scale for exercise settings (PASSES): Development, validity and cross-cultural invariance in young people. Psychology of Sport and Exercise, 8, 632–653. http://dx.doi.org/10.1016/j.psychsport.2006.09.001 Google Scholar
Hu, L., & Bentler, P. M. (1999). Cutoff criteria for fit indexes in covariance structure analysis: Conventional criteria versus new alternatives. Structural Equation Modeling: A Multidisciplinary Journal, 6, 1–55. http://dx.doi.org/10.1080/10705519909540118 Google Scholar
Joesaar, H., Hein, V., & Hagger, M. S. (2012). Youth athletes’ perception of autonomy support from the coach, peer motivational climate and intrinsic motivation in sport setting: One-year effects. Psychology of Sport & Exercise, 13, 257–262. http://dx.doi.org/10.1016/j.psychsport.2011.12.001 Google Scholar
Lim, B. S., & Wang, C. K. (2009). Perceived autonomy support, behavioral regulations in physical education and physical activity intention. Psychology of Sport and Exercise, 10, 52–60. http://dx.doi.org/10.1016/j.psychsport.2008.06.003 Google Scholar
Lonsdale, C., Hodge, K., & Rose, E. A. (2008). The Behavioral Regulation in Sport Questionnaire (BRSQ): Instrument development and initial validity evidence. Journal of Sport & Exercise Psychology, 30, 323–355.Google Scholar
Lukwu, R. M., & Guzmán, J. F. (2011). Sport commitment and adherence: A social-cognitive analysis. Revista Internacional de Ciencias del Deporte, 25, 277–286. http://dx.doi.org/10.5232/ricyde2011.02503 Google Scholar
Mageau, G. A., & Vallerand, R. J. (2003). The coach-athlete relationship: A motivational model. Journal of Sports Sciences, 21, 883–904. http://dx.doi.org/10.1080/0264041031000140374 Google Scholar
Marsh, H. W., Richard, G. E., Johnson, S., Roche, L., & Tremayne, P. (1994). Physical self-description questionnaire: Psychometric properties and a multitrait-multimethod analysis of relations to existing instruments. Journal of Sport and Exercise Psychology, 16, 270–305.Google Scholar
McDonald, R. P., & Marsh, H. W. (1990). Choosing a multivariate model: Noncentrality and goodness of fit. Psychological Bulleting, 107, 247–255. http://dx.doi.org/10.1037//0033-2909.107.2.247 Google Scholar
Moreno, J. A., Gómez, A., & Cervelló, E. (2010). Un estudio del efecto de la cesión de autonomía en la motivación sobre las clases de educación física [A study of the effect of ceding autonomy on motivation in physical education classes]. Motricidad. European Journal of Human Movement, 24, 15–27.Google Scholar
Moreno, J. A., González-Cutre, D., & Sicilia, A. (2007). Metas sociales en las clases de educación física [Social goals in physical education classes]. Análisis y Modificación de Conducta, 33, 351–368.Google Scholar
Moreno, J. A., Hernández, A., & González-Cutre, D. (2009). Complementando la teoría de la autodeterminación con las metas sociales: Un estudio sobre la diversión en educación física [Complementing self-determination theory with social goals: A study of fun in physical education]. Revista Mexicana de Psicología, 26, 213–222.Google Scholar
Moreno, J. A., Parra, N., & González-Cutre, D. (2008). Influencia del apoyo a la autonomía, las metas sociales y la relación con los demás sobre la desmotivación en educación física [Influence of autonomy support, social goals and relationship with others on amotivation in physical education]. Psicothema, 20, 636–641.Google Scholar
Moreno-Murcia, J. A., Huéscar, E., & Cervelló, E. (2012). Prediction of adolescents doing physical activity after completing secondary education. The Spanish Journal of Psychology, 15, 90–100. http://dx.doi.org/10.5209/rev_SJOP.2012.v15.n1.37288 Google Scholar
Moreno-Murcia, J. A., Marzo, J. C., Martínez-Galindo, C., & Conte, L. (2011). Validación de la escala de “Satisfacción de las Necesidades Psicológicas Básicas” y del cuestionario de la “Regulación Conductual en el Deporte” al contexto español [Validation of the “Psychological Need Satistifaction in Exercise Scale” and the “Behavioral Regulation in Sport Questionnaire” for the Spanish context]. RICYDE. Revista Internacional de Ciencias del Deporte, 26, 355–369. http://dx.doi.org/10.5232/ricyde2011.02602 Google Scholar
Mulaik, S. A., James, L. R., Van Astine, J., Bennett, N., Lind, S., & Stilwell, C. D. (1989). Evaluation of goodness-of-fit indices for structural equation models. Psychological Bulletin, 105, 430–445. http://dx.doi.org/10.1037/0033-2909.105.3.430 Google Scholar
Nien, C. L., & Duda, J. (2008). Antecedents and consequences of approach and avoidance achievement goals: A test of gender invariance. Psychology of Sport and Exercise, 9, 352–372. http://dx.doi.org/10.1016/j.psychsport.2007.05.002 Google Scholar
Ntoumanis, N. (2001). A self-determination approach to the understanding of motivation in physical education. British Journal of Educational Psychology, 71, 225–242. http://dx.doi.org/10.1348/000709901158497 Google Scholar
Papaioannou, A. G., Tsigilis, N., Kosmidou, E., & Milosis, D. (2007). Measuring perceived motivational climate in physical education. Journal of Teaching in Physical Education, 26, 236–259.Google Scholar
Reeve, J. (2002). Self-determination theory applied to educational settings. In Deci, E. L. & Ryan, R. M. (Eds.), Handbook of self-determination research (pp. 183–203). Rochester, NY: University of Rochester Press.Google Scholar
Reeve, J. (2009). Why teachers adopt a controlling motivating style toward students and how they can become more autonomy supportive. Educational Psychologist, 44, 159–175 http://dx.doi.org/10.1080/00461520903028990 Google Scholar
Ryan, R. M., & Deci, E. L. (2000). Self-determination theory and the facilitation of intrinsic motivation, social development, and well-being. American Psychologist, 55, 68–78. http://dx.doi.org/10.1037//0003-066X.55.1.68 Google Scholar
Ryan, A. M., Hicks, L., & Midgley, C. (1997). Social goals, academic goals, and avoiding seeking help in the classroom. Journal of Early Adolescence, 17, 152–171. http://dx.doi.org/10.1177/0272431697017002003 Google Scholar
Sarria, A., Selles, H., Cañedo-Arguelles, L., Fleta, J., Blasco, M. J., & Bueno, M. (1987). A self-test for quantifying physical activity in adolescents. Nutrición Clínica y Dietética Hospitalaria, 7, 56–61.Google Scholar
Standage, M., Duda, J. L., & Ntoumanis, N. (2003). A model of contextual motivation in physical education: Using constructs and tenets from self-determination and goal perspective theories to predict leisure-time exercise intentions. Journal of Educational Psychology, 95, 97–110. http://dx.doi.org/10.1037//0022-0663.95.1.97 Google Scholar
Standage, M., Duda, J. L., & Ntoumanis, N. (2006). Students’ motivational processes and their relationship to teacher ratings in school physical education: A self-determination theory approach. Research Quarterly for Exercise and Sport, 77, 100–110. http://dx.doi.org/10.5641/027013606X13080769704046 Google Scholar
Stipek, D., & Gralinski, J. H. (1996). Children’s beliefs about intelligence and school performance. Journal of Educational Psychology, 88, 397–407. http://dx.doi.org/10.1037//0022-0663.88.3.397 Google Scholar
Tirado, S., Neipp, M. C., Quiles, M. J., & Rodríguez-Marín, J. (2012). Cuestionario de la teoría de la conducta planeada (TCP) [Theory of planned behavior (TCP) questionnaire]. The Spanish Journal of Psychology, 15, 801–816. http://dx.doi.org/10.5209/rev_SJOP.2012.v15.n2.38892 Google Scholar
Turner, J. C., Midgley, C., Meyer, D. K., Gheen, M., Anderman, E., Kang, Y., & Patrick, H. (2002). The classroom environment and students’ reports of avoidance strategies in mathematics: A multimethod study. Journal of Educational Psychology, 94, 88–106. http://dx.doi.org/10.1037//0022-0663.94.1.88 Google Scholar
Urdan, T. C., & Maehr, M. L. (1995). Beyond a two-goal theory of motivation and achievement: A case for social goals. Review of Educational Research, 65, 213–243. http://dx.doi.org/10.3102/00346543065003213 Google Scholar
Vallerand, R. J. (1997). Toward a hierarchical model of intrinsic and extrinsic motivation. Advances in experimental social psychology, 29, 271–360. http://dx.doi.org/10.1016/S0065-2601(08)60019-2 Google Scholar
Vallerand, R. J. (2001). A hierarchical model of intrinsic and extrinsic motivation in sport and exercise. In Roberts, G. C. (Ed.), Advances in motivation in sport and exercise (pp. 263–319). Champaign, IL: Human Kinetics.Google Scholar
Vallerand, R. J. (2007). Intrinsic and extrinsic motivation in sport and physical activity. A review and a look at the future. In Tenenbaum, G. & Eklund, R. C. (Eds.), Handbook of sport psychology (3 rd ed., pp. 59–83). New York, NY: John Wiley.Google Scholar
Vansteenkiste, M., Lens, W., & Deci, E. L. (2006). Intrinsic versus extrinsic goal contents in self determination theory: Another look at the quality of academic motivation. Educational Psychologist, 41, 19–31. http://dx.doi.org/10.1207/s15326985ep4101_4 Google Scholar
Weiss, M. R., Amorose, A. J., & Wilko, A. M. (2009). Coaching behaviors, motivational climate, and psychosocial outcomes among female adolescent athletes. Pediatric Exercise Science, 21, 475–492.Google Scholar
Wentzel, K. R. (1991). Social competence at school: Relation between social responsibility and academic achievement. Review of Educational Research, 61, 1–24. http://dx.doi.org/10.3102/00346543061001001 Google Scholar
Wilson, P. M., Rogers, W. T., Rodgers, W. M., & Wild, T. C. (2006). The Psychological Need Satisfaction in Exercise Scale. Journal of Sport & Exercise Psychology, 28, 231–251.Google Scholar