Exploring the Relationships of Autonomy- supportive Climate, Psychological Need Satisfaction and Thwarting with Students’ Self-talk in Physical Education
Evangelos Brisimis *
Department of Physical Education and Sport Science, University of Thessaly, Trikala, 42100, Greece.
Charalampos Krommidas
Department of Physical Education and Sport Science, University of Thessaly, Trikala, 42100, Greece.
Evangelos Galanis
Department of Physical Education and Sport Science, University of Thessaly, Trikala, 42100, Greece.
Aristea Karamitrou
Department of Physical Education and Sport Science, University of Thessaly, Trikala, 42100, Greece.
Ioannis Syrmpas
Department of Physical Education and Sport Science, University of Thessaly, Trikala, 42100, Greece.
Nikos Comoutos
Department of Physical Education and Sport Science, University of Thessaly, Trikala, 42100, Greece.
*Author to whom correspondence should be addressed.
Abstract
Aims: Based on the framework of the Self-determination Theory and focusing on the theory of Basic Psychological Needs, we explored the relationships between Physical Education (PE) teachers’ autonomy-supportive behaviors and students’ need satisfaction, need thwarting, and self-talk during the PE lesson.
Methodology: Participants were 544 primary and secondary education Greek students (aged from 12 to 15 years), from nine elementary schools (n = 259) and eight secondary schools (n = 285) in central Greece, who completed a multi-section questionnaire.
Results: Results revealed that PE teachers’ autonomy-supportive climate and need satisfaction was positively associated with positive self-talk and negatively associated with negative self-talk, whereas need thwarting was positively related to negative self-talk and negatively related to positive self-talk. Regression analyses revealed that autonomy-supportive climate and competence need thwarting were significant predictors (positive and negative, respectively) of students’ positive self-talk. Furthermore, autonomy and relatedness need satisfaction were negative predictors, whereas competence and relatedness need thwarting were positive predictors of students’ negative self-talk.
Conclusion: Overall, the findings suggest that when PE teachers create a class environment that supports students’ autonomy and the satisfaction of their BPN, while at the same prevents need thwarting, they can positively influence students’ self-talk.
Keywords: Autonomy, competence, relatedness, organic self-talk, psychology.