Exploring Perceived Sociocontextual Variables and Basic Psychological Needs Satisfaction within Adult Group Exercise Classes
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Bibliographic record
Abstract
How do professionals' behaviors and physical activity (PA) contexts relate with the motivational processes in adult recreational PA? Based on self-determination theory (SDT), this study investigates relationships between personal characteristics, environmental characteristics, sociocontextual variables (autonomy support, structure and involvement) and basic psychological needs satisfaction (autonomy, competence and relatedness) in various adult PA groups. A sample constituted of 452 adults, enrolled in 44 different groups of PA, answered a questionnaire regarding sociocontextual variables and basic psychological needs. Comparative analysis and multiple regressions were used to explore relationships between the targeted variables. The results suggest that significant differences exist between some of the characteristics considered (e.g. participants' age, frequency of PA, classes level of difficulty) and that a complex web of relationships surrounds the motivational processes in PA. For instance, the class level of difficulty and group size are positively related to autonomy support while instructors' certification and instructors' experience are negatively related to that same variable. Meanwhile, class type is positively related while group size is negatively related to involvement. Furthermore, instructors' gender and participants' age are negatively related to competence, whereas participants' PA frequency is positively related to competence. Finally, class type is negatively related to relatedness while participants' age and perceived instructor involvement are positively related to relatedness. This study supports the SDT postulate that sociocontextual variables are associated with basic psychological needs satisfaction. However, it also shows that the sociocontextual variables should not be conceptualized as an ensemble, like many previous studies have proposed, mainly because personal and environmental variables seem to interact with these individual variables. Therefore, when leading groups, professionals in PA contexts must consider many characteristics, such as participants' age or group size, in order to adapt their behaviors regarding autonomy support, structure and involvement. This gives them the ability to support their participants' motivational processes.
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Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.000 | 0.000 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.000 | 0.000 |
| Scholarly communication | 0.000 | 0.001 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.000 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from it