Self-determination theory is a macro-theory that explains behaviour as a result of motivation (Teixeira, Carraca, Markland, Silva & Ryan, 2012). The types of motivation can be represented on a continuum (Carron, Hausenblas & Estabrooks, 2003). On one end of the continuum is amotivation: the lack of motivation for an activity, whilst on the other is intrinsic motivation. Intrinsic motivation is the internal drive to carry out an activity (Carron et al, 2003). Connecting the concepts is extrinsic motivation, which is described as multi-dimensional (Carron et al, 2003). At the start of the dimension, is external regulation which is when behaviour is carried out for rewards or to prevent punishment (Carron et al, 2003). The next dimension is introjected motivation, which is when an external behaviour motive is not fully internalised (Carron et al, 2003). Identified regulation is another dimension which explains behaviour as a choice; it is often important to the individual’s goals (Carron et al, 2003). The final dimension, integrated regulation, is when the external motivation identifies with the individual’s values (Deci & Ryan, 2007). The types of motivation occur on three levels: global, contextual and situational (Vallerand, 2000). Global motivation is the general motivation of the individual (Mata et al, 2009). Contextual motivation is event dependent motivation (Vallerand, 2000). Whilst situational motivation is motivation in a specific moment (Vallerand, 2000). For enhanced intrinsic motivation, satisfaction of the three psychological needs must take place (Teixeira et al, 2012). The first need is competence: the ability to cope in the environment effectively (Deci, 1975). Another need is autonomy: the ability to choose when to conduct behaviour (deCharms, 1968; Deci & Ryan, 2000 cited in Van de Broeck, Vansteenkiste, De Witte, Soenens & Lens, 2010). Relatedness is the need to connect with others (Deci & Ryan, 1985 cited in Klain, Matos, Leitao, Cid & Moutao, 2015). The self-determination theory will be used to explain why intrinsically motivated individuals are more likely to engage in exercise.
One reason for this is that participation satisfies the individuals’ psychological needs (Teixeira et al, 2000). Individuals are attracted to environments where need satisfaction is likely to occur (Deci and Ryan, 2000 cited in Van de Broeck et al, 2010) as it is vital for well-being (Deci and Ryan, 2000). This is also shown in the relationship between psychological need satisfaction and exercise (Teixeira et al, 2000). Therefore, intrinsically motivated people are likely to participate in physical activity as their internal drive for need satisfaction is gained from exercise (Van de Broeck et al, 2010).
Another reason could be because individuals have global levels of intrinsic motivation which transfer to exercise (Vallerand, 2000), motivating them to engage in exercise due to interest and enjoyment (Deci & Ryan, 2007). Ryan et al (1977, cited in Klain et al, 2015) found that individuals who regularly participate in sport, have higher levels of enjoyment than those who participate less. Also, individuals who do not have an interest in sport choose to spend their free time doing other things (Teixeira et al, 2012). This indicates that engagement in exercise from intrinsically motivated people, is due to the fun and interest they have.
Competence and autonomy can be used to explain why intrinsically motivated individuals engage in exercise (Teixeira et al, 2012). People who do not feel competent in their ability will avoid participation (Teixeira et al, 2012). Similarly, exercise that is advised by someone else, rather than intrinsically, has higher drop-out rate (Teixeira et al, 2012). This explains that intrinsically motivated people will engage in sport as they are confident in their ability and have chosen to participate rather than, being instructed.
This theory has practical application as it explains how enjoyment and interest regulate exercise behaviour. This could help sport governing bodies to increase participation by targeting the interests of people and relating them to physical activity so that they take part. However, this theory has limited evidence about the importance of relatedness as a psychological need (Teixeira et al, 2012). This is because it does not explain why individuals in isolated environments are able to remain intrinsically motivated (Deci & Ryan, 2000).
The systematic review within the field predominantly uses cross-sectional design studies (Teixeira et al, 2012). This means that the understanding of the variable relationship is limited as the variables are given at the same time, making it hard to establish cause and effect (Carlson & Morrison, 2009 cited in Solem, 2015). The use of more longitudinal design studies in addition to this, could show changes in intrinsic motivation over time (Hyllegard, Mood & Morrow, 2000). This could improve the validity of the conclusion.
It is evident that interest, enjoyment and need satisfaction, determine intrinsically motivated individuals’ participation in exercise. Knowledge of this can be used to enhance society’s motivation to engage in exercise. The theory has highlighted the potential for future research into the effect of relatedness on intrinsic motivation. This could identify whether the satisfaction of relatedness is vital for intrinsic motivation in team and single player sports.
Reference:
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Deci, E. L. (1975). Intrinsic motivation. New York: Plenum Press.
Deci, E. L. & Ryan, R. M. (2000). The “what’’ and ‘’why’’ of goal pursuits: Human needs and the self-determination of behaviour. Psychological inquiry, 11 (4), 227-268. http://content.ebscohost.com/ContentServer.asp?T=P&P=AN&K=3926504&S=R&D=bth&EbscoContent=dGJyMNLr40Sep7E4zOX0OLCmr1Cep7JSsqi4SLOWxWXS&ContentCustomer=dGJyMPGqsUm3rrFOuePfgeyx43zx
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