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Structural Relationship between Psychological Needs and Sport Adherence for Students Participating in Physical Education Class

Author

Listed:
  • Juan M. García-Ceberino

    (Universidad de Extremadura, Facultad de Educación y Psicología, Avenida de Elvas s/n, 06006 Badajoz, Spain
    Faculty of Education, Psychology and Sports Science, University of Huelva, 21007 Huelva, Spain)

  • Sebastián Feu

    (Universidad de Extremadura, Facultad de Educación y Psicología, Avenida de Elvas s/n, 06006 Badajoz, Spain
    Optimization of Training and Sports Performance Research Group (GOERD), Faculty of Sports Science, University of Extremadura, 10003 Cáceres, Spain)

  • María G. Gamero

    (Optimization of Training and Sports Performance Research Group (GOERD), Faculty of Sports Science, University of Extremadura, 10003 Cáceres, Spain)

  • Sergio J. Ibáñez

    (Optimization of Training and Sports Performance Research Group (GOERD), Faculty of Sports Science, University of Extremadura, 10003 Cáceres, Spain
    Faculty of Sports Science, University of Extremadura, 10003 Cáceres, Spain)

Abstract

The satisfaction of basic psychological needs leads students to engage in a sport modality on their own initiative. In the Spanish public educational system, mixed and heterogeneous, the gender and sport experience of students influence the teaching and motivation of invasion sports. This study investigated whether students’ gender and sport experience, and model influence the psychological variables (basic psychological needs and sport adherence) when teaching school soccer and basketball. Furthermore, correlations were calculated between these psychological variables. The study involved 165 fifth and sixth grade students (Mage, 11.27 ± 0.68 years old) from several Spanish state schools in the same autonomous community. A non-random convenience sample was used. The needs for autonomy, perceived competence and social relationships were measured using the Basic Psychological Needs in Physical Exercise Scale. Sport adherence was measured using the Measure of Intentionality to be Physically Active. A Confirmatory Factor Analysis, Cronbach’s Alpha, Average Variance Extracted and Composite Reliability were used to analyze the psychometric properties of the scales. Descriptive and inferential analyses were obtained after performing a Mixed Linear Model and a Bonferroni Post Hoc. There were significant differences in the autonomy need according to the students’ gender (boys > girls). In addition, boys who learned with the TGA model scored significantly higher than girls on this need. Attending to sport adherence, there were significant differences in favor of experienced students. Likewise, a regression analysis (structural equation model) revealed that the autonomy need showed low association with sport adherence. Higher perceived competence ( β = 0.52) and social relationships ( β = 0.36) were associated with greater adherence to sport ( R 2 = 0.65). Teachers’ Knowledge and proper managing basic psychological needs will have educational, social and health benefits, as it will increase the likelihood of physical activity in and out of school.

Suggested Citation

  • Juan M. García-Ceberino & Sebastián Feu & María G. Gamero & Sergio J. Ibáñez, 2023. "Structural Relationship between Psychological Needs and Sport Adherence for Students Participating in Physical Education Class," Sustainability, MDPI, vol. 15(12), pages 1-10, June.
    • Handle: RePEc:gam:jsusta:v:15:y:2023:i:12:p:9686-:d:1173025
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    References listed on IDEAS

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    1. María G. Gamero & Juan M. García-Ceberino & Sergio J. Ibáñez & Sebastián Feu, 2021. "Influence of the Pedagogical Model and Experience on the Internal and External Task Load in School Basketball," IJERPH, MDPI, vol. 18(22), pages 1-18, November.
    2. Juan M. García-Ceberino & María G. Gamero & Sebastián Feu & Sergio J. Ibáñez, 2020. "Differences in Technical and Tactical Learning of Football According to the Teaching Methodology: A Study in an Educational Context," Sustainability, MDPI, vol. 12(16), pages 1-14, August.
    3. Juan M. García-Ceberino & Antonio Antúnez & Sebastián Feu & Sergio J. Ibáñez, 2020. "Quantification of Internal and External Load in School Football According to Gender and Teaching Methodology," IJERPH, MDPI, vol. 17(1), pages 1-18, January.
    4. María G. Gamero & Juan M. García-Ceberino & Sergio J. Ibáñez & Sebastián Feu, 2021. "Analysis of Declarative and Procedural Knowledge According to Teaching Method and Experience in School Basketball," Sustainability, MDPI, vol. 13(11), pages 1-16, May.
    5. Juan M. García-Ceberino & María G. Gamero & Sebastián Feu & Sergio J. Ibáñez, 2020. "Experience as a Determinant of Declarative and Procedural Knowledge in School Football," IJERPH, MDPI, vol. 17(3), pages 1-14, February.
    6. Ricardo Cuevas-Campos & Juan Gregorio Fernández-Bustos & David González-Cutre & Andrea Hernández-Martínez, 2020. "Need Satisfaction and Need Thwarting in Physical Education and Intention to be Physically Active," Sustainability, MDPI, vol. 12(18), pages 1-14, September.
    7. Sebastián Fierro-Suero & Bartolomé J. Almagro & Pedro Sáenz-López & José Carmona-Márquez, 2020. "Perceived Novelty Support and Psychological Needs Satisfaction in Physical Education," IJERPH, MDPI, vol. 17(11), pages 1-14, June.
    8. Carlos Fernández-Espínola & Bartolomé J. Almagro & Javier A. Tamayo-Fajardo & Gema Paramio-Pérez & Pedro Saénz-López, 2022. "Effects of Interventions Based on Achievement Goals and Self-Determination Theories on the Intention to Be Physically Active of Physical Education Students: A Systematic Review and Meta-Analysis," Sustainability, MDPI, vol. 14(22), pages 1-11, November.
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