Students’ psychological needs’ frustration in Physical Education and intention to be physically active from a person-centred approach
Article Sidebar
Main Article Content
Abstract
Although the benefits associated with physical activity have been evidenced, levels of physical activity among adolescents are still low. Physical Education classes seem to be the ideal context to promote the development of active lifestyles in students, so promoting their motivation will be fundamental. This study aims to establish profiles of Physical Education students according to their basic psychological need frustration and to explore the relationship between these profiles and the intention to be physically active depending on whether they practiced extracurricular physical activity. A total of 580 students participated, 413 of whom were engaged in out-of school physical activity, by completing a validated questionnaire. A cluster analysis was performed including the variables autonomy, competence, and relatedness frustration. The results showed the existence of three profiles (high, medium, and low frustration). Differences were found in the intention to be physically active as a function of extracurricular physical activity. Findings suggested that the detrimental role of basic psychological need frustration in Physical Education may be more evident among those students who already engage in physical activity.
Downloads
Article Details
This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.
The journal retains the economic copyright of contributions that are accepted for publication. This means that it acquires the exclusive use of the document to be edited, disseminated, preserved, etc. in any support and for the time stipulated by the local legislation that regulates the performance of the publication.
Psychology, Society & Education is published under CC BY-NC-SA 4.0
References
Ahmadi, A., Noetel, M., Parker, P. D., Ryan, R. M., Ntoumanis, N., Reeve, J., Beauchamp, M. R., Dicke, T., Yeung, A., Ahmadi, M., Bartholomew, K. J., Chiu, T. K. F., Curran, T., Erturan, G., Flunger, B., Frederick, C. M., Froiland, J. M., González-Cutre, D., Haerens, L., … & Londsdale, C. (2023). A classification system for teachers’ motivational behaviours recommended in self-determination theory interventions. Journal of Educational Psychology, 115(8), 1158-1176. https://doi.org/10.1037/edu0000783
Ajzen, I. (1991). The theory of planned behavior. Organizational Behavior and Human Decision Processes, 50(2), 179-211. https://doi.org/10.1016/0749-5978(91)90020-T
American Psychological Association. (2002). Ethical principles of psychologists and code of conduct (Amended August 3, 2016). American Psychological Association.
Burgueño, R., García-González, L., Abós, Á., & Sevil-Serrano, J. (2023). Students’ need satisfaction and frustration profiles: Differences in outcomes in Physical Education and physical activity-related variables. European Physical Education Review, 29(4), 563-581. https://doi.org/10.1177/1356336X231165229
Burgueño, R., García-González, L., Abós, Á., & Sevil-Serrano, J. (2024). Students’ motivational experiences across profiles of perceived need-supportive and need-thwarting teaching behaviors in Physical Education. Physical Education and Sport Pedagogy, 29(1), 82-96. https://doi.org/10.1080/17408989.2022.2028757
Chen, B., Vansteenkiste, M., Beyers, W., Boone, L., Deci, E. L., Van der Kaap-Deeder, J., Duriez, B., Lens, W., Matos, L., Mouratidis, A., Ryan, R. M., Sheldon, K. M., Soenens, B., Van Petegem, S., & Verstuyf, J. (2015). Basic psychological need satisfaction, need frustration, and need strength across four cultures. Motivation and Emotion, 39(2), 216-236. https://doi.org/10.1007/s11031-014-9450-1
Coterón, J., Franco, E., & Almena, A. (2020). Predicción del compromiso en Educación Física desde la teoría de la autodeterminación: Análisis de invarianza según el nivel de actividad física. Cultura, Ciencia y Deporte, 15(46), 483-492. https://doi.org/10.12800/ccd.v15i46.1599
Cuevas-Campos, R., Fernández-Bustos, J. G., González-Cutre, D., & Hernández-Martínez, A. (2020). Need satisfaction and need thwarting in Physical Education and intention to be physically active. Sustainability, 12(18), Article 7312. https://doi.org/10.3390/su12187312
Diloy-Peña, S., Abós, Á., Sevil-Serrano, J., García-Cazorla, J., & García-González, L. (2024). Students’ perceptions of Physical Education teachers’ (de)motivating styles via the circumplex approach: Differences by gender, grade level, experiences, intention to be active, and learning. European Physical Education Review, 30(4), 563-583. https://doi.org/10.1177/1356336X241229353
Ferriz, R., González-Cutre, D., & Sicilia, A. (2015). Revisión de la Escala del Locus Percibido de Causalidad (PLOC) para la inclusión de la medida de la regulación integrada en Educación Física. Revista de Psicología del Deporte, 24(2), 329-338.
Fierro-Suero, S., Fernández-Ozcorta, E. J., & Sáenz-López, P. (2022). Students’ motivational and emotional experiences in Physical Education across profiles of extracurricular physical activity: The influence in the intention to be active. International Journal of Environmental Research and Public Health, 19(15), Article 9539. https://doi.org/10.3390/ijerph19159539
Franco, E., Coterón, J., Gómez, V., & Spray, C. M. (2021). A person-centred approach to understanding dark-side antecedents and students’ outcomes associated with Physical Education teachers’ motivation. Psychology of Sport and Exercise, 57, Article 102021. https://doi.org/10.1016/j.psychsport.2021.102021
Franco, E., Coterón, J., Huéscar, E., & Moreno-Murcia, J. A. (2020). A person-centered approach in Physical Education to better understand low-motivation students. Journal of Teaching in Physical Education, 39(1), 91-101. https://doi.org/10.1123/jtpe.2019-0028
García-González, L., Haerens, L., Abós, Á., Sevil-Serrano, J., & Burgueño, R. (2023). Is high teacher directiveness always negative? Associations with students’ motivational outcomes in Physical Education. Teaching and Teacher Education, 132, Article 104216. https://doi.org/10.1016/j.tate.2023.104216
Goudas, M., Biddle, S., & Fox, K. (1994). Perceived locus of causality, goal orientations, and perceived competence in school Physical Education classes. British Journal of Educational Psychology, 64, 453-463. https://doi.org/10.1111/j.2044-8279.1994.tb01116.x
Hagger, M. S., & Chatzisarantis, N. L. D. (2016). The trans-contextual model of autonomous motivation in education: Conceptual and empirical issues and meta-analysis. Review of Educational Research, 86(2), 360-407. https://doi.org/10.3102/0034654315585005
Hagger, M., Chatzisarantis, N., Barkoukis, V., Wang, J. C. K., & Baranowski, J. (2005). Perceived autonomy support in Physical Education and leisure-time physical activity: A cross-cultural evaluation of the trans-contextual model. Journal of Educational Psychology, 97(3), 287-301. https://doi.org/10.1037/0022-0663.97.3.376
Hair, J. F., Babin, B. J., Anderson, R. E., & Black, W. C. (2018). Multivariate Data Analysis (8th ed.). Cengage Learning EMEA.
Hamer, M., Kivimaki, M., & Steptoe, A. (2012). Longitudinal patterns in physical activity and sedentary behaviour from mid-life to early old age: A substudy of the Whitehall II cohort. Journal of Epidemiology and Community Health, 66(12), 1110-1115. https://doi.org/10.1136/jech-2011-200505
Hastie, P. A., Stringfellow, A., Johnson, J. L., Dixon, C. E., Hollett, N., & Ward, K. (2022). Examining the concept of engagement in Physical Education. Physical Education and Sport Pedagogy, 27(1), 1-18. https://doi.org/10.1080/17408989.2020.1861231
Hein, V., Müür, M., & Koka, A. (2004). Intention to be physically active after school graduation and its relationship to three types of intrinsic motivation. European Physical Education Review, 10(1), 5-19. https://doi.org/10.1177/1356336X04040618
Jang, H.-R., Basarkod, G., Reeve, J., Marsh, H. W., Cheon, S. H., & Guo, J. (2024). Longitudinal reciprocal effects of agentic engagement and autonomy support: Between- and within-person perspectives. Journal of Educational Psychology, 116(1), 20-35. https://doi.org/10.1037/edu0000815
Kalajas-Tilga, H., Koka, A., Hein, V., Tilga, H., & Raudsepp, L. (2020). Motivational processes in Physical Education and objectively measured physical activity among adolescents. Journal of Sport and Health Science, 9(5), 462-471. https://doi.org/10.1016/j.jshs.2019.06.001
Koka, A., Tilga, H., Kalajas-Tilga, H., Hein, V., & Raudsepp, L. (2020). Detrimental effect of perceived controlling behavior from Physical Education teachers on students’ leisure-time physical activity intentions and behavior: An application of the trans-contextual model. International Journal of Environmental Research and Public Health, 17(16), Article 5939. https://doi.org/10.3390/ijerph17165939
Leisterer, S., & Jekauc, D. (2019). Students’ emotional experience in Physical Education – A qualitative study for new theoretical insights. Sports, 7(1), Article 10. https://doi.org/10.3390/sports7010010
Leo, F. M., Pulido, J. J., Sánchez-Oliva, D., López-Gajardo, M. A., & Mouratidis, A. (2022). See the forest by looking at the trees: Physical Education teachers’ interpersonal style profiles and students’ engagement. European Physical Education Review, 28(3), 720-738. https://doi.org/10.1177/1356336X221075501
Li, C., Wang, C. K. J., Koh, K. T., Tan, K. S. S., Tan, S. M., Ang, W. B., Wong, L. H., & Yeo, H. N. C. (2021). Basic psychological need profiles and correlates in physical activity participation: A person-centered approach. Frontiers in Psychology, 12, Article 675639. https://doi.org/10.3389/fpsyg.2021.675639
Mercier, K., Simonton, K., Centeio, E., Barcelona, J., & Garn, A. (2023). Middle school students’ attitudes toward physical activity and Physical Education, intentions, and physical activity behavior. European Physical Education Review, 29(1), 40-54. https://doi.org/10.1177/1356336X221106051
Milligan, G. W., & Cooper, M. C. (1985). An examination of procedures for determining the number of clusters in a dataset. Psychometrika, 50, 159-179.
Moreno, J. A., Moreno, R., & Cervelló, E. (2007). El autoconcepto físico como predictor de la intención de ser físicamente activo. Psicología y Salud, 17(2), 261-267. https://doi.org/10.25009/pys.v17i2.710
Nunnally, J. C., & Bernstein, I. H. (1994). The assessment of reliability. In J. C. Nunnally & I. H. Bernstein (Eds.), Psychometric theory (pp. 248-292). McGraw-Hill.
Rhodes, R. E., Cox, A., & Sayar, R. (2022). What predicts the physical activity intention–behavior gap? A systematic review. Annals of Behavioral Medicine, 56(1), 1-20. https://doi.org/10.1093/abm/kaab044
Ryan, R. M., & Deci, E. L. (2022). Self-determination theory. In F. Maggino (Ed.), Encyclopedia of quality of life and well-being research (pp. 1-7). Springer International Publishing. https://doi.org/10.1007/978-3-319-69909-7_2630-2
Sánchez-Oliva, D., Mouratidis, A., Leo, F. M., Chamorro, J. L., Pulido, J. J., & García-Calvo, T. (2020). Understanding physical activity intentions in Physical Education context: A multi-level analysis from the self-determination theory. International Journal of Environmental Research and Public Health, 17(3), Article 799. https://doi.org/10.3390/ijerph17030799
Shen, L., Gu, X., Zhang, T., & Lee, J. (2022). Adolescents’ physical activity and depressive symptoms: A psychosocial mechanism. International Journal of Environmental Research and Public Health, 19(3), Article 1276. https://doi.org/10.3390/ijerph19031276
Tilga, H., Kalajas-Tilga, H., Hein, V., Raudsepp, L., & Koka, A. (2021). Perceived autonomy support from peers, parents, and Physical Education teachers as predictors of physical activity and health-related quality of life among adolescents – A one-year longitudinal study. Education Sciences, 11(9), Article 457. https://doi.org/10.3390/educsci11090457
Van Doren, N., De Cocker, K., De Clerck, T., Vangilbergen, A., Vanderlinde, R., & Haerens, L. (2021). The relation between Physical Education teachers’ (de-) motivating style, students’ motivation, and students’ physical activity: A multilevel approach. International Journal of Environmental Research and Public Health, 18(14), Article 7457. https://doi.org/10.3390/ijerph18147457
Vasconcellos, D., Parker, P. D., Hilland, T., Cinelli, R., Owen, K. B., Kapsal, N., Lee, J., Antczak, D., Ntoumanis, N., Ryan, R. M., & Lonsdale, C. (2020). Self-determination theory applied to Physical Education: A systematic review and meta-analysis. Journal of Educational Psychology, 112(7), 1444-1469. https://doi.org/10.1037/edu0000420
Li, C., Wang, C. K. J., Koh, K. T., Tan, K. S. S., Tan, S. M., Ang, W. B., Wong, L. H., & Yeo, H. N. C. (2021). Basic psychological need profiles and correlates in physical activity participation: A person-centered approach. Frontiers in Psychology, 12, Article 675639. https://doi.org/10.3389/fpsyg.2021.675639
Ward Jr., J. H. (1963). Hierarchical grouping to optimize an objective function. Journal of the American Statistical Association, 58(301), 236-244. https://doi.org/10.1080/01621459.1963.10500845
Webb, T. L., & Sheeran, P. (2006). Does changing behavioral intentions engender behavior change? A meta-analysis of the experimental evidence. Psychological Bulletin, 132(2), 249-268. https://doi.org/10.1037/0033-2909.132.2.249
Wilson, P., Rodgers, W., Loitz, C. C., & Scime, G. (2006). “It’s who I am… Really!” The importance of integrated regulation in exercise contexts. Journal of Applied Biobehavioral Research, 11(2), 79-104.
White, R. L., Bennie, A., Vasconcellos, D., Cinelli, R., Hilland, T., Owen, K. B., & Lonsdale, C. (2021). Self-determination theory in Physical Education: A systematic review of qualitative studies. Teaching and Teacher Education, 99, Article 103247. https://doi.org/10.1016/j.tate.2020.103247
Zamarripa, J., Rodríguez-Medellín, R., Pérez-Garcia, J. A., Otero-Saborido, F., & Delgado, M. (2020). Mexican basic psychological need satisfaction and frustration scale in Physical Education. Frontiers in Psychology, 11, Article 253. https://doi.org/10.3389/fpsyg.2020.00253