Background
Theoretical integration of SDT and AGT
Method
Participants and setting
Measures
MVPA in PE
Self-determined motivation
Title | Dimension | Items | Liket item | ||||||||||||
---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|
1 | 2 | 3 | 4 | 5 | |||||||||||
Not true | A little true | Sort of true | True | Very true | |||||||||||
MCPES | Autonomy supporting | Item 1. Students have a significant role in decision making in PE lessons | 1 | 2 | 3 | 4 | 5 | ||||||||
Item 2. Students are given the opportunity to affect the way PE lessons are run | 1 | 2 | 3 | 4 | 5 | ||||||||||
Item 3. Students have significant freedom to make choices during PE lessons | 1 | 2 | 3 | 4 | 5 | ||||||||||
Item 4. Students are given the opportunity to select activities according to their own interests | 1 | 2 | 3 | 4 | 5 | ||||||||||
Item 5. Students can affect the course of PE lessons | 1 | 2 | 3 | 4 | 5 | ||||||||||
Relatedness supporting | Item 6. we have a good sense of unity in PE class | 1 | 2 | 3 | 4 | 5 | |||||||||
Item 7. Our PE class is united when practicing during PE lessons | 1 | 2 | 3 | 4 | 5 | ||||||||||
Item 8. Students really “work together” as a team | 1 | 2 | 3 | 4 | 5 | ||||||||||
Item 9. During PE lessons the students “pull together” | 1 | 2 | 3 | 4 | 5 | ||||||||||
Task-involving | Item 10. It is important for the students to try their best during PE lessons | 1 | 2 | 3 | 4 | 5 | |||||||||
Item 11. Learning new things makes me want to learn more | 1 | 2 | 3 | 4 | 5 | ||||||||||
Item 12. What’s most important is that we progress every year in our motor skills | 1 | 2 | 3 | 4 | 5 | ||||||||||
Item 13. It is important for the students to try to improve their own skills | 1 | 2 | 3 | 4 | 5 | ||||||||||
Item 14. It is important to keep trying even though you make mistakes | 1 | 2 | 3 | 4 | 5 | ||||||||||
Ego-involving | Item 15. It is important for students to show that they are better in PE than others | 1 | 2 | 3 | 4 | 5 | |||||||||
Item 16. During PE lessons students compare their performance mainly to that of others | 1 | 2 | 3 | 4 | 5 | ||||||||||
Item 17. It is important for the students to succeed better than the others | 1 | 2 | 3 | 4 | 5 | ||||||||||
Item 18. During PE lessons the students compete with each other in their performance | 1 | 2 | 3 | 4 | 5 | ||||||||||
Basic Psychological Needs | Autonomy | Item 1. I have time to create my own game/dances. | 1 | 2 | 3 | 4 | 5 | ||||||||
Item 2. I have time to choose my partner. | 1 | 2 | 3 | 4 | 5 | ||||||||||
Item 3. I have time to choose which activities I want to practice. | 1 | 2 | 3 | 4 | 5 | ||||||||||
Competence | Item 4. I think I am good at PE. | 1 | 2 | 3 | 4 | 5 | |||||||||
Item 5. I feel I am good in sport skills. | 1 | 2 | 3 | 4 | 5 | ||||||||||
Item 6. I feel I am able to do most of games well in PE | 1 | 2 | 3 | 4 | 5 | ||||||||||
Relatedness | Item 7. I feel I am encouraged by other students in PE class | 1 | 2 | 3 | 4 | 5 | |||||||||
Item 8. I feel comfortable with my partner/team members in PE class | 1 | 2 | 3 | 4 | 5 | ||||||||||
Item 9. I feel I am important to my classmates in PE class. | 1 | 2 | 3 | 4 | 5 | ||||||||||
1 | 2 | 3 | 4 | 5 | 6 | 7 | |||||||||
Corresponds not all | Corresponds a very little | Corresponds a little | Corresponds moderately | Corresponds enough | Corresponds a lot | Corresponds exactly | |||||||||
PLOC | Intrinsic motivation | Item 1. Because PE is fun | 1 | 2 | 3 | 4 | 5 | 6 | 7 | ||||||
Item 2. Because I enjoy learning new skills | 1 | 2 | 3 | 4 | 5 | 6 | 7 | ||||||||
Item 3. Because PE is exciting | 1 | 2 | 3 | 4 | 5 | 6 | 7 | ||||||||
Item 4. Because of the enjoyment that I feel while learning new skills/techniques | 1 | 2 | 3 | 4 | 5 | 6 | 7 | ||||||||
Identified motivation | Item 5. Because I want to learn sport skills | 1 | 2 | 3 | 4 | 5 | 6 | 7 | |||||||
Item 6. Because it is important for me to do well in PE | 1 | 2 | 3 | 4 | 5 | 6 | 7 | ||||||||
Item 7. Because I want to improve in sport | 1 | 2 | 3 | 4 | 5 | 6 | 7 | ||||||||
Item 8. Because I can learn skills which I could use in other areas of my life | 1 | 2 | 3 | 4 | 5 | 6 | 7 | ||||||||
External motivation | Item 9. Because I’ll get into trouble if I don’t | 1 | 2 | 3 | 4 | 5 | 6 | 7 | |||||||
Item 10. Because that’s what I am supposed to do | 1 | 2 | 3 | 4 | 5 | 6 | 7 | ||||||||
Item 11. So that the teacher won’t yell at me | 1 | 2 | 3 | 4 | 5 | 6 | 7 | ||||||||
Item 12. Because that’s the rule | 1 | 2 | 3 | 4 | 5 | 6 | 7 | ||||||||
Amotivation | Item 13. But I really don’t know why | 1 | 2 | 3 | 4 | 5 | 6 | 7 | |||||||
Item 14. But I don’t see why we should have PE | 1 | 2 | 3 | 4 | 5 | 6 | 7 | ||||||||
Item 15. But I really feel I’m wasting my time in PE | 1 | 2 | 3 | 4 | 5 | 6 | 7 | ||||||||
Item 16. But I can’t see what I’m getting out of PE | 1 | 2 | 3 | 4 | 5 | 6 | 7 |
Basic psychological needs in physical education
Motivational climate in physical education
Translation procedures
Data collection
Data analysis
Results
Demographic characteristics
Title | Dimension | N | Percentage | M | SD |
---|---|---|---|---|---|
Demographic characteristic | Gender | ||||
Boy | 538 | 45.4% | |||
Girl | 648 | 54.6% | |||
Grade | |||||
Grade Six | 318 | 26.8% | |||
Grade Seven | 306 | 25.8% | |||
Grade Eight | 259 | 21.8% | |||
Grade Nine | 303 | 25.5% | |||
Age | 13.09 | 1.38 | |||
Four types of classroom climates | Autonomy support | 3.74 | 0.98 | ||
Relatedness support | 4.43 | 0.80 | |||
Task-involving | 4.45 | 0.67 | |||
Ego-involving | 3.21 | 1.07 | |||
Basic psychological needs | Autonomy | 3.75 | 0.86 | ||
Competence | 3.84 | 0.93 | |||
Relatedness | 4.08 | 0.85 | |||
Motivation | Intrinsic motivation | 5.68 | 1.36 | ||
Identified motivation | 5.84 | 1.24 | |||
External motivation | 2.84 | 1.58 | |||
Amotivation | 1.44 | 1.14 | |||
MVPA | 15.5(min) | 4.61 | |||
MVPA% | 38.8 | 11.5 |
Scale reliability and validity
1 | 2 | 3 | 4 | 5 | 6 | 7 | 8 | 9 | 10 | 11 | |
---|---|---|---|---|---|---|---|---|---|---|---|
1.Autonomy support | (0.90) | ||||||||||
2.Relatedness support | .48** | (0.77) | |||||||||
3.Task-involving | .42** | .61** | (0.87) | ||||||||
4.Ego-involving | .24** | .10** | .23** | (0.86) | |||||||
5.Autonomy | .57** | .42** | .42** | .23** | (0.71) | ||||||
6.Competence | .37** | .39** | .45** | .26** | .48** | (0.72) | |||||
7.Relatedness | .42** | .56** | .52** | .26** | .54** | .58** | (0.73) | ||||
8.Intrinsic motivation | .36** | .41** | .50** | .27** | .42** | .53** | .49** | (0.84) | |||
9.Identified motivation | .31** | .46** | .53** | .12** | .36** | .41** | .46** | .63** | (0.76) | ||
10.External motivation | −.09** | −.15** | −.11** | .08** | −.12** | −.13** | −.09** | −.08** | −.03 | (0.72) | |
11.Amotivation | .09** | −.20** | −.29** | .06* | −.17** | −.17** | −.19** | −.21** | −.27** | .43** | (0.92) |
12.MVPA | −.07* | −.02 | .08* | .00 | .01 | .15** | .05 | .16** | .12** | −.03 | −.12** |
Descriptive analysis and bivariate correlations
Testing hypothesized structural modelling
Parameter | Total effect | Direct effect | Indirect effect |
---|---|---|---|
Autonomy support → SDI | 0.072* | −0.053 | 0.125** |
Task-involving climate → SDI | 0.542** | 0.394** | 0.149** |
Relatedness support → SDI | 0.052 | −0.042 | 0.094* |
Ego-involving climate → SDI | −0.075* | −0.126** | 0.051** |
Autonomy support → MVPA | −0.133** | −0.166* | 0.033 |
Task-involving climate → MVPA | 0.177** | 0.078 | 0.099** |
Relatedness support → MVPA | −0.040 | −0.006 | −0.034 |
Ego-involving climate → MVPA | −0.006 | −0.016 | 0.009** |
Relatedness → MVPA | −0.096 | −0.118* | 0.021 |
Autonomy → MVPA | 0.029 | −0.001 | 0.029** |
Competence → MVPA | 0.191** | 0.181** | 0.010 |
R2 value | |||
Autonomy | 0.548 | ||
Competence | 0.300 | ||
Relatedness | 0.648 | ||
SDI | 0.332 | ||
MVPA | 0.014 |