From intrinsic motivation to passion in sport and exercise: A self-determination theory framework

URI
Citation
Wang, J. C. K., Liu, W. C., Chatzisarantis, N., & Lim, C. B. S. (2010). From intrinsic motivation to passion in sport and exercise: A self-determination theory framework. In M. Chia, J. Wang, G. Balasekaran, & N. Chatzisarantis (Eds.), Proceedings of the III International Conference of Physical Education and Sports Science (pp 219-224). National Institute of Education (Singapore).
Author
Wang, John Chee Keng 
•
Liu, Woon Chia 
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Chatzisarantis, Nikos
•
Lim, Carol Boon San
Abstract
Adolescence is a critical period in the study of physical activity (PA). Research evidence has shown that there is a decline in participation in P A in young people over their teenage years with ages 11 to 12 thought to be a critical age period at which PA begins to diminish. The purpose of this study was to examine the relationships between students' perceived autonomy support, behavioural regulations, and enjoyment in a physical education (PE) context, using a selfdetermination theory framework. Participants were 1854 secondary school students aged between 13 and 19 years from Singapore. Questionnaires were used to access perceived autonomy support, behavioural regulations, and enjoyment in PE. Results showed that perceived autonomy support predicted more self-determined forms of behavioural regulations in PE (intrinsic and identified) positively and negatively predicted more controlling forms of regulations (external and amotivation). Only intrinsic motivation positively predicted enjoyment. On the other hand, amotivation negatively predicted enjoyment. The findings highlight the importance of perceived autonomy support in fostering more self-determined forms of behavioural regulations and intrinsic motivation in school PE.
Date Issued
2010
Description
This paper was published in the Proceedings of the III International Conference of Physical Education and Sports Science, held in Singapore from 25 – 28 May 2010