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ERIC Number: EJ1085819
Record Type: Journal
Publication Date: 2016-Feb
Pages: 14
Abstractor: As Provided
ISSN: ISSN-1356-336X
The Effect of Perceived Psychological Need Support on Amotivation in Physical Education
Jackson-Kersey, Rachel; Spray, Christopher
European Physical Education Review, v22 n1 p99-112 Feb 2016
Physical educators have a responsibility to create a learning environment that is viewed as supportive of students' psychological needs and which helps reduce amotivation. The aim of the current study was to examine the effects of students' perceived need support on four dimensions of amotivation in physical education (PE) ("deficiency in ability beliefs", "deficiency in effort beliefs", "insufficient task values and unappealing task characteristics"). A longitudinal design was employed with three assessment points over a 6-week unit of work in cricket. Surveys were conducted with 162 boys (mean age = 14 years, SD = 0.87) over three consecutive PE lessons in weeks one, three and five. At the start of the study, multilevel modelling analyses showed all three types of perceived need support negatively predicted "unappealing task characteristics" and "insufficient task values". Over time, perceived "autonomy", "competence and relatedness support" negatively predicted change in "unappealing task characteristics" but did not significantly predict change in "deficiency in ability beliefs", "deficiency in effort beliefs" and "insufficient task values". Overall, the findings suggest that if students perceive their teacher to provide inadequate support for their basic psychological needs, PE tasks become less appealing over time, thus reinforcing the importance of teachers in ameliorating the development of specific amotivated behaviours in PE.
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Publication Type: Journal Articles; Reports - Research
Education Level: Primary Education; Early Childhood Education; Elementary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: United Kingdom (England)
Grant or Contract Numbers: N/A