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...lliams et al., 2006), however, no mediation via perceived competence was found. Future research would do well to further investigate the interplay between perceived competence and autonomous motivation over time as different studies indicate that perceived competence is an antecedent of autonomous motivation (Vallerand & Ratelle, 2002; Kowal & Fortier, 2000), while others have found it to be affected by autonomous motivation. Testing different mediational and moderational models and integrating other concepts such as personal aspiriations and need satisfaction (Gagne, Ryan, & Bargmann, 2003; Ntoumanis, 2005; Wilson, Rodgers, Blanchard, & Gessell, 2003) would be most useful, especially to account for more variance in physical activity behavior. To our surprise, the autonomy support index was not found to predict autonomous motivation at 6 weeks for experimental participants which runs contrary to SDT, our hypotheses as well as findings by Williams et al. (2002, 2006). What was a strength in this study, however, was that we controlled for the mere presence effect of the PA counselor by incorporating contact time for both groups in the analyses. This unpredicted finding could be due to ceiling effe...

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... a comprehensive set of guidelines were created and raters assessed and discussed a preliminary set of goals randomly taken from the entire sample, to identify sources of disagreement. An agreed upon operational definition of specificity was then established. The interrater reliability of the final ratings was r = .88. For all other items relating to personal goals, a scale of from 1 (not at all) to 7 (very much so) was used. Need Satisfaction. Satisfaction of the basic psychological needs for autonomy, competence, and relatedness was measured using six autonomy items from Standage, Duda, and Ntoumanis (2005), six items from the perceived competence subscale of the Intrinsic Motivation Inventory (McAuley, Duncan, & Tammen, 1989), and five items from the acceptance subscale of the Need for Relatedness Scale (Richer & Vallerand, 1998), respectively. Responses were provided on a scale ranging from 1 (strongly disagree) to 7 (strongly agree) for each subscale. Psychological Well-Being. Psychological well-being was measured using the 20-item Positive and Negative Affect Schedule (Watson, Tellegen, & Clark, 1988), the five-item Satisfaction With Life Scale (Diener, Emmons, Larsen, & Griffin, 1985), and ...

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... support also have been demonstrated in the physical domain. For example, in physical education classes, autonomy support has been positively linked with psychological need satisfaction, self-determined motivation (i.e., relative autonomy) for physical activity in physical education and leisure-time activities, physical activity intentions, leisure-time physical activity behavior, teacher ratings of motivated behavior, and concentration, and negatively linked with negative affect (Hagger, Chatzisarantis, Barkoukis, Wang, & Baranowski, 2005; Hagger, Chatzisarantis, Culverhouse, & Biddle, 2003; Ntoumanis, 2005; Standage, Duda, & Ntoumanis, 2005, 2006). Autonomy support also increases the strength of relations between physical education teachers’ early expectations and students’ later perceptions of competence (Trouilloud, Sarrazin, Bressoux, & Bois, 2006). In exercise, autonomy support has been positively linked to self-determined motivation, exercise intentions, effort expenditure, persistence, and ARTICLE IN PRESS D.E. Conroy, J. Douglas Coatsworth / Psychology of Sport and Exercise 8 (2007) 671–684 673enrollment in a physical activity club (Brickell, Chatzisarantis, & Pretty, 2006; Vansteenkiste...

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...ve a clearer sense of what actions are needed to achieve these desired outcomes; therefore, they can better direct their efforts, compared with children in less structured environments (Grolnick & Ryan, 1989). Finally, interpersonal involvement refers to the extent to which teachers show interest and provide emotional support to students (e.g., building an understanding of students and maintaining close physical proximity; Connell & Wellborn, 1991). These three strategies have been shown to be important contextual factors in promoting adaptive student outcomes, including intrinsic motivation (Ntoumanis, 2005), self-esteem (Deci, Nezlek, & Sheinman, 1981), feelings of competence (Connell & Wellborn, 1991), and behavioral engagement (Skinner & Belmont, 1993). Moreover, they have also been supported as adaptive coaching strategies in the sport domain (Mageau & Vallerand, 2003) and in parenting (Grolnick & Ryan, 1989). The current study examined three salient, specific examples of these broad teaching strategies. Firstly, as an example of autonomy support, we examined the degree to which teachers provide a meaningful rationale to students for undertaking an activity. Assor, Kaplan, and Roth (2002) inv...

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...etically distinct components of motivation [22,23]. This prevents conclusions from being drawn regarding the associations between the behavioral regulations proposed in SDT and children’s PA, which is an important research gap. The role of psychological need satisfaction Previous research has also neglected to study the role of psychological need satisfaction in underpinning children’s PA motivation. The positive motivational and psychological consequences of psychological need satisfaction are supported in studies of adults’ PA [22] and adolescents’ need satisfaction and motivation within PE [24,25]. In a sample of Greek adolescents [26], small positive associations were found between competence and relatedness (not autonomy) Sebire et al. International Journal of Behavioral Nutrition and Physical Activity 2013, 10:111 Page 2 of 9 http://www.ijbnpa.org/content/10/1/111 need satisfaction in PA and autonomous PA motivation. Despite the interest in understanding children’s PA motivation from the SDT perspective, no research has considered the role of psychological need satisfaction in the motivational sequence of children’s PA. A potential reason for this lack of research may be that there ...

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...hysicals424sGonzález-Cutre et al. education classes because these factors may not only enhance student enjoymentsof physical education, but also motivate voluntary participation in physical activity (=-=Ntoumanis, 2005-=-). Although it has been said that when teenagers are in class, they generallysexperience less flow that in other contexts (Csikszentmihalyi & Larson, 1984),sparticular school activities can produce fl...

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...t has beensshown that the more students are intrinsically motivated, the more they report feelings of vitalitys(Mouratidis, Vansteenkiste, Lens, & Sideridis, 2008), positive affect (Standage, Duda, &s=-=Ntoumanis, 2005-=-), interest (Goudas, Biddle, & Fox, 1994), self-esteem (Standage & Gillison,s2007), health-related quality of life (Standage & Gillison, 2007), concentration (Ntoumanis,s2005), effort and persistence ...

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...e valuable insight into the factors that affect the totality of their daily physical activity behavior. When considering viable options for increasing physical activity, it is important to consider that interventions are likely to be most successful when the factors that influence behavior and individual choice are better understood. To this end, an important avenue of research that is receiving increased attention in the literature is examining the motivational processes of children to participate in physical activity settings (cf. Hagger, Chatzisarantis, Barkoukis, Wang, & Baranowski, 2005; Ntoumanis, 2005; Reinboth, Duda, & Ntoumanis, 2004; Standage, Gillison, & Treasure, in press). Commensurate with contemporary research in physical activity settings, the present work is guided by the theoretical tenets of self-determination theory (SDT; Deci & Ryan, 1985, 1991; Ryan & Deci, 2000). The present work extends the SDT knowledge-base by exploring a model of motivational processes in an ‘‘at-risk’’ minority youth sample to predict physical activity behavior and physical activity attitudes. SDT SDT distinguishes between behaviors that individuals perform freely and those that they pursue for separab...