Teacher motivational strategies and student self-determination in physical education

Physical Education teachers can influence students’ self-determination through the motivational strategies they use. This study examined the relationship between teachers’ perceptions of class average self-determination, the teachers’ self-determination, and their reported use of three motivational strategies: Autonomy support, structure, and involvement. Furthermore, the relationship between the three motivational strategies, students’ perceptions of psychological need satisfaction and students' self-determination was examined. Also, the relationship between teachers’ and students’ self-determination was investigated. Multilevel and standard regression analyses revealed that teachers’ perceptions of class average self-determination predicted their reported use of the motivational strategies, and this relationship was mediated by their own selfdetermination. Also, student perceptions of the three strategies impacted positively upon their own self-determination, and this relationship was mediated by their reported satisfaction of autonomy and competence. Finally, teachers’ self-determination did not predict students’ self-determination. The importance of promoting an adaptive motivational context for both teachers and students is discussed with reference to selfdetermination theory

Measuring student motivation for physical education: examining the psychometric properties of the Perceived Locus of Causality Questionnaire and the Situational Motivation Scale

OBJECTIVES. The purpose of this study was to evaluate, within a cross-cultural context, the psychometric properties of scores derived from the Perceived Locus of Causality Questionnaire (PLOCQ) and the Situational Motivation Scale (SIMS). Both questionnaires are grounded in self-determination theory and are commonly employed in physical education research. METHOD. Secondary school students from the United Kingdom (UK; n = 300, mean age = 13.71) and Hong Kong (HK; n = 342, mean age = 15.34 years) completed both questionnaires prior to a physical education lesson. RESULTS. Internal consistency analyses, as well as single and multi-group confirmatory factor analyses produced evidence that largely supported the reliability and validity of PLOCQ and SIMS scores in the UK sample. However, the analyses indicated some areas of concern regarding the internal consistency of the external and introjected regulation PLOCQ items in the HK sample. Also, identified regulation and intrinsic motivation constructs were not distinguishable by youth in either culture in either questionnaire. Finally, compared with the UK, students in HK interpreted the SIMS external regulation items to be more selfdetermined. CONCLUSIONS. Researchers interested in studying contextual and situational motivation in UK physical education classes should, in general, feel confident in using the PLOCQ and the SIMS, respectively. However, our results highlight some important difficulties in the measurement of contextual and situational motivation in HK Chinese students. Further research is needed to better understand how students from different cultures respond to items intended to tap controlling forms of motivation

Effect of a self-determination theory-based communication skills training program on physiotherapists' psychological support for their patients with chronic low back pain: a randomized controlled trial

Objective: To examine the effects of communication skills training on physiotherapists' supportive behavior during clinical practice. Design: Randomized trial. Setting: Hospital outpatient physiotherapy clinics. Participants: Physiotherapists (N=24) and patients (N=24) with chronic low back pain. Interventions: Two hospital clinics were randomly assigned to the intervention arm. Physiotherapists (n=12) received 8 hours of communication skills training focused on supporting patients' psychological needs. Physiotherapists (n=12) from 2 other hospital clinics formed a waitlist control arm. Main Outcome Measures: Verbal communication between each physiotherapist and a patient was recorded on an audiotape, and independent, blinded raters used the Health Care Climate Questionnaire to assess physiotherapists' needs-supportive behavior (primary outcome). Results: Independent raters' Health Care Climate Questionnaire scores favored the intervention arm (Cohen's d=2.27; P<.01). Conclusions: Compared with controls, independent ratings demonstrated that physiotherapists who completed the Communication style and exercise compliance in physiotherapy training were found to provide greater support for patients' needs in a single assessed session. Long-term maintenance of this needs-supportive behavior should be examined

An active learning approach to home heating in the smart grid

A key issue for the realization of the smart grid vision is the implementation of effective demand-side management. One possible approach involves exposing dynamic energy prices to end-users. In this paper, we consider a resulting problem on the user’s side: how to adaptively heat a home given dynamic prices. The user faces the challenge of having to react to dynamic prices in real time, trading off his comfort with the costs of heating his home to a certain temperature. We propose an active learning approach to adjust the home temperature in a semiautomatic way. Our algorithm learns the user’s preferences over time and automatically adjusts the temperature in real-time as prices change. In addition, the algorithm asks the user for feedback once a day. To find the best query time, the algorithm solves an optimal stopping problem. Via simulations, we show that our algorithm learns users’ preferences quickly, and that using the expected utility loss as the query criterion outperforms standard approaches from the active learning literature

Supplementary information files for: John Henryism and fear of failure in competitive sport: predicting competitive standard and mental well-being

Supplementary files for article: John Henryism and fear of failure in competitive sport: predicting competitive standard and mental well-being. There is a growing need to understand the association and interaction of psychological factors with an athlete’s competitive standard and mental well-being. John Henryism is defined as a coping mechanism that involves the expenditure of extreme efforts in response to prolonged exposure to psychosocial and environmental stressors. The aim of this study was to investigate whether John Henryism, fear of failure and the John Henryism × fear of failure interaction (JH×FF) could predict an athlete’s competitive standard, as well as mental well-being. A cross-sectional design was employed; 250 athletes (52% male, 48% female, Mage= 29.36 years) completed an online questionnaire. Hypotheses were partly supported. Results revealed that John Henryism predicted an athlete’s competitive standard, with individuals reporting high John Henryism more likely to compete at an international level than a regional, third tier or national level. Fear of failure was only significant in distinguishing national and international level athletes, with those reporting high fear of failure more likely to compete at a national level. JH×FF did not predict an athlete’s competitive standard. Further, John Henryism and fear of failure predicted mental well-being, but JH×FF did not. Specifically, while fear of failure negatively predicted mental well-being, as expected, John Henryism positively predicted mental well-being, contradicting expectations that factors aiding competitive standard are likely to deter mental well-being. Given these findings, future research should evaluate if interventions aimed at easing fear of failure or encouraging more active coping (i.e., John Henryism) benefit the well-being of athletes competing nationally or internationally.</p

John Henryism and fear of failure in competitive sport: predicting competitive standard and mental well-being

There is a growing need to understand the association and interaction of psychological factors with an athlete’s competitive standard and mental well-being. John Henryism is defined as a coping mechanism that involves the expenditure of extreme efforts in response to prolonged exposure to psychosocial and environmental stressors. The aim of this study was to investigate whether John Henryism, fear of failure and the John Henryism × fear of failure interaction (JH×FF) could predict an athlete’s competitive standard, as well as mental well-being. A cross-sectional design was employed; 250 athletes (52% male, 48% female, Mage= 29.36 years) completed an online questionnaire. Hypotheses were partly supported. Results revealed that John Henryism predicted an athlete’s competitive standard, with individuals reporting high John Henryism more likely to compete at an international level than a regional, third tier or national level. Fear of failure was only significant in distinguishing national and international level athletes, with those reporting high fear of failure more likely to compete at a national level. JH×FF did not predict an athlete’s competitive standard. Further, John Henryism and fear of failure predicted mental well-being, but JH×FF did not. Specifically, while fear of failure negatively predicted mental well-being, as expected, John Henryism positively predicted mental well-being, contradicting expectations that factors aiding competitive standard are likely to deter mental well-being. Given these findings, future research should evaluate if interventions aimed at easing fear of failure or encouraging more active coping (i.e., John Henryism) benefit the well-being of athletes competing nationally or internationally.</p

Additional file 1 of ‘A Different Ball Game’: Adaptation of a men’s health program for implementation in rural Australia

Additional file 1

The effects of the iPlayClean education programme on doping attitudes and susceptibility to use banned substances among high-level adolescent athletes from the UK: a cluster-randomised control trial

Background This study examined the effects of the iPlayClean anti-doping intervention on attitudes towards doping and susceptibility, and whether delivery mode affected the results.Methods A total of 1081 high-level UK athletes (14–18 years old, 904 males, 177 females) were cluster-randomised to the control (11 teams/organisations/schools, 314 athletes), face-to-face group presentation (8 teams/organisations/schools, 254 athletes), online (11 teams/organisations/schools, 251 athletes), or face-to-face presentation with online access (5 teams/organisations/schools, 262 athletes).Results Compared to the control group, all modes of the iPlayClean anti-doping education programme reduced favourable attitudes towards doping immediately after the intervention, which was sustained across all intervention groups 8 weeks later. All delivery modes impacted doping susceptibility immediately after the intervention, in comparison to the control group, but the effects were only sustained for the face-to-face presentation group.Conclusion Contrary to findings within previous anti-doping interventions, we have shown that doping attitudes can be changed and that the results can be sustained across all modes of delivery, 8 weeks later. Research is required to assess for how long these changes are sustained, and how often anti-doping education should be delivered to high-level athletes to reinforce clean play values.</div

Evolution of physical activity habits after a context change: The case of COVID-19 lockdown

Objective: Habits, defined as well-learned associations between cues and behaviours, are essential for health-related behaviours, including physical activity (PA). Despite the sensitivity of habits to context changes, little remains known about the influence of a context change on the interplay between PA habits and behaviours. We investigated the evolution of PA habits amidst the spring COVID-19 lockdown, a major context change. Moreover, we examined the association of PA behaviours and autonomous motivation with this evolution. Design: Three-wave observational longitudinal design. Methods: PA habits, behaviours, and autonomous motivation were collected through online surveys in 283 French and Swiss participants. Variables were self-reported with reference to three time-points: before-, mid-, and end-lockdown. Results: Mixed effect modelling revealed a decrease in PA habits from before- to mid-lockdown, especially among individuals with strong before-lockdown habits. Path analysis showed that before-lockdown PA habits were not associated with mid-lockdown PA behaviours (β = −.02, p =.837), while mid-lockdown PA habits were positively related to end-lockdown PA behaviours (β =.23, p =.021). Autonomous motivation was directly associated with PA habits (ps .072). Conclusion: PA habits were altered, and their influence on PA behaviours was impeded during the COVID-19 lockdown. Engagement in PA behaviours and autonomous motivation helped in counteracting PA habits disruption