Interaction of external, introjected, and identified regulation with intrinsic motivation in exercise: Relationships with exercise enjoyment

The present study examined the way in which the exercise-related motives of external regulation, introjected regulation, and identified regulation interacted with intrinsic motivation to relate to exercise enjoyment. The study was conducted to test the "additive relationship hypothesis" emanating from Vallerand and Fortier's (1998) theoretical position regarding the interplay between extrinsic and intrinsic motivation in exercise. Exercise participants (N = 516) responded to a self-report questionnaire assessing their reasons for exercise participation before the commencement of a single exercise class. One week later, and immediately prior to the corresponding class, participants reported on their levels of exercise enjoyment. Interactional analyses using linear regression showed a significant interaction between identified regulation and intrinsic motivation. Specifically, the coexistence of high levels of identified regulation with high levels of intrinsic motivation corresponded with higher scores on exercise enjoyment. External regulation and introjected regulation did not interact with intrinsic motivation, thus supporting the research hypotheses. Collectively, the present findings supported the validity of Vallerand and Fortier's theoretical propositions in the exercise domain and specifically the additive relationship hypothesis between identified regulation and intrinsic motivation with respect to exercise enjoyment

Motives for exercise participation as predictors of exercise dependence among endurance athletes

Background. To investigate whether motives for exercise participation predicted exercise dependence (ED) among endurance athletes. The rationale for the study centred upon a test of the affect regulation model utilising constructs that form part of the Self-Determination Theory as predictors of ED. It was hypothesised that non self-determined motivation, specifically external regulation, would be predictive of ED.Methods. Design: correlational design, with a time gap between predictor and dependent variables. Settings: competitive sports environment. Participants: 188 competitive endurance athletes were recruited from amateur sports clubs. Interventions: none. Measures: the Behavioural Regulation in Exercise Questionnaire was administered before a training session to measure the predictor variables (motives for exercise participation), and the Running Addiction Scale was administered before a similar training session, one week later, to measure the dependent variable (ED).Results. Multiple regression analysis revealed that the strongest predictor variable of ED was introjected regulation (beta = 0.29, p < 0.001), followed by identified regulation (beta = 0.19, p < 0.05). External regulation and intrinsic motivation were weak and non-significant predictors. The total variance in ED explained by the exercise participation motives was 15% (R-2 = 0.15).Conclusions. ED was predicted by motives that did not support the tenets of the affect regulation model. Results are discussed in light of the potential influence of exercise participation motives on ED and their implications for intervention strategies and diagnosis of the ED syndrome

Hierarchical confirmatory factor analysis of the flow state scale in exercise

In this study, we examined the factor structure and internal consistency of the Flow State Scale using responses of exercise participants.This self-report questionnaire consists of nine subscales designed to assess flow in sport and physical activity. It was administered to 1231 aerobic dance exercise participants. Confirmatory factor analyses were used to test three competing measurement models of the flow construct: a single-factor model, a nine-factor model and a hierarchical model positing a higher-order flow factor to explain the intercorrelations between the nine first-order factors. The single-factor model showed a poor fit to the data. The nine-factor model and the hierarchical model did not show an adequate fit to the data. All subscales of the Flow State Scale displayed acceptable internal consistency (alpha > 0.70), with the exception of transformation of time (alpha = 0.65). Collectively, the present results do not provide support for the tenability of the single-factor, nine-factor or hierarchical measurement models in an exercise setting

The Basic Psychological Needs in Exercise Scale: Translation and Evidence for Cross-Cultural Validity

The present study reports on the psychometric evaluation and cross-cultural validity of the Basic Psychological Needs in Exercise Scale (BPNES; Vlachopoulos & Michailidou, 2006) translated from Greek into English. The data obtained from 346 British exercise participants supported the hypothesized 3-factor structure,showed satisfactory internal reliability coefficients, and offered evidence for the factor concurrent, discriminant, and nomological validity of the translated scale.Cross-cultural validity analyses across British and Greek participants supported configural invariance and partial metric, partial strong, and partial strict factorial invariance of the BPNES responses. The findings provide promising evidence for the validity and reliability of the translated BPNES and support the use of the scale in single-culture and cross-culture exercise-related motivational research within the self-determination theory framework

How the “lessons learned” from emergency remote teaching can enrich European higher education in the post-COVID-19 era

More than 2.5 years after the outbreak of the COVID-19 pandemic and the lessons learned from the implementation of emergency remote teaching in (European) higher education, this essay reflects on how universities, governments, and policy makers can re-imagine higher education in the post-COVID-19 era. It envisions universities as inclusive, student-centered, and accessible organizations capable of meeting diverse learning needs through technology-enhanced high-quality academic programs. This can be achieved through wide-scale uptake of blended learning in higher education; capacity building for stakeholders on online/blended learning; consideration of the unique needs of its stakeholders; and a holistic quality assurance framework. The author’s proposal is evolving, and its elements can be adjusted to the strategic priorities and characteristics of each institution

Introducció de l'ensenyament en línia en Humanitats : estudis de cas sobre l'acceptació d'activitats en línia per part del professorat de llengües clàssiques

L'objectiu d'aquest article és mostrar les percepcions del professorat de llengües clàssiques (grec antic i llatí) amb relació a les activitats en línia fetes durant els cursos. L'estudi es va fer a tres països: Grècia (a tres universitats importants), Espanya (a la Universitat de Barcelona) i els Estats Units (a la Universitat de Califòrnia a Berkeley) amb la participació de trenta-tres professors. Segons el nivell d'ús i d'acceptació de les TIC i a partir de la classificació de G. Moore, vam separar els docents participants en tres grups: els conservadors, el corrent principal i els adoptadors primerencs. El fet que el grup més petit sigui el tercer mostra clarament que hi ha una necessitat de preparació i formació dels professors abans d'introduir projectes innovadors a l'aula. Com que el punt d'inici de l'aplicació d'innovació a l'aula és el professorat, els responsables dels projectes d'innovació s'haurien de centrar a ajudar-los a conscienciar-se dels canvis en els mètodes d'ensenyament i a incloure la seva opinió durant el disseny dels esmentats projectes.The purpose of this paper is to show the perceptions of the academic staff of classical languages (ancient Greek and Latin) concerning use of online activities during their courses. The study was carried out in three countries: Greece (three major Universities), Spain (University of Barcelona) and the United States (University of California, Berkeley) with the participation of thirty-three academic instructors. Depending on the level of use and acceptance of the ICT and following G. Moore's classification, we separated the participating academics in three groups: the conservatives, the mainstream and the early adopters. The fact that the smallest group is the third clearly shows the necessity for teachers' preparation and training before introducing innovative projects in the classroom. Since the starting point for the application of innovation in the classroom is the teacher, policy makers should focus on helping them become conscious of changes in teaching methods and include their opinion during the design of innovative projects

Editor's Foreword

Forewor

The impact of different loading sports and a jumping intervention on bone health in adolescent males

Adolescence is a crucial period for bone development and exercise can enhance bone acquisition during this period of life. However, there is a lack of scientific evidence on how different loading sports practiced during adolescence can affect bone development in males. The present thesis is part of the PRO-BONE study and aimed to investigate the cross-sectional and longitudinal effects of participation in football (osteogenic sport), swimming and cycling (non-osteogenic sports) on bone mass, bone geometry, texture and bone metabolism in adolescent males. An active control group has been included too. Additionally, the thesis examined the effect of a 9-month jumping intervention programme on bone outcomes in adolescent males involved these sports. Cross-sectional findings from Chapter 4 show that footballers have better bone status than swimmers, cyclists and controls (7 to 21 %), and that there are no differences between participants of non-osteogenic sports and controls. Chapter 5 identifies that lean mass is the strongest determinant of bone outcomes, followed by football participation and height in adolescent male athletes, whereas the contribution of the other predictors, such as nutrition, physical activity and fitness, is site specific. Longitudinal evidence in Chapters 6 and 7 show that bone mass (5 to 8 %) and geometry (4 to 10 %) is higher in adolescent male footballers compared to swimmers and cyclists after one year of sport specific training, and that there are no differences in bone development between non-osteogenic sports groups and controls. Chapters 8 and 9 indicate that a 9-month jumping intervention programme can improve bone outcomes only in male adolescents participating in swimming and cycling (4 to 13 %), but not in those engaged in football, while it can improve fitness outcomes in all 4 groups (4 to 8 %). Collectively, the present thesis contributes to the literature by providing novel evidence in adolescent male athletes on the effects of popular sports such as football, swimming and cycling on bone status and development, and that a jumping intervention programme can improve bone development in those involved in non-osteogenic sports.European Commission: This project is funded by the European Union Seventh Framework Programme ([FP7/2007-2013]