Professional Documents
Culture Documents
Standage SDT Handbook Sports Chapter REVISED 20082021
Standage SDT Handbook Sports Chapter REVISED 20082021
Standage, M 2023, Self-Determination Theory Applied to Sport. in RM Ryan (ed.), The Handbook of Self-
Determination Theory. Oxford University Press. <https://global.oup.com/academic/product/the-oxford-handbook-
of-self-determination-theory-9780197600047?cc=gb&lang=en&>
Publication date:
2023
Document Version
Peer reviewed version
Link to publication
University of Bath
Alternative formats
If you require this document in an alternative format, please contact:
[email protected]
General rights
Copyright and moral rights for the publications made accessible in the public portal are retained by the authors and/or other copyright owners
and it is a condition of accessing publications that users recognise and abide by the legal requirements associated with these rights.
Martyn Standage
University of Bath
Author Note
Chapter to appear in: Ryan, R. M. (Ed.), The handbook of self-determination theory. New
Martyn Standage, Centre for Motivation and Health Behaviour Change, Department for
[email protected]
SELF-DETERMINATION THEORY IN SPORT 2
Abstract
Sports so acutely illustrate human motivation (i.e., “being moved into action”). To understand
the motivational dynamics of sports, researchers have tested propositions within self-
determination theory (SDT) for more than 40 years. Here, SDT provides a broad and coherent
theoretical perspective to understand the social conditions that promote high-quality forms of
athlete motivation and thriving as well as those that contribute to ill-being and impoverished
functioning. In this chapter, empirical research findings are collated to review: (1) SDT’s
competence, and relatedness; and (3) how the functional significance of various elements of
organised around the concept of basic psychological needs. Finally, several directions for
intervention
SELF-DETERMINATION THEORY IN SPORT 3
In tracing the history of self-determination theory (SDT; Ryan & Deci, 2017), it is
evident that sports have long provided fertile settings for scholars to test the key assumptions
outlined within the theory as well as to apply these principles to inform practice. Arguably,
one of the main drivers for this expanding body of research is the fact that sport contexts so
acutely illustrate and encapsulate human motivation (i.e., “being moved into action”).
Whether one considers a recreational footballer playing for social reasons, a child expanding
their physical capacities via engagement in their sports programs, or an Olympian effortfully
engaging with their training regime across many years, motivation is at the heart of their
endeavors.
When applied to sports, SDT provides a nuanced, broad, and coherent framework to
understand the social conditions that facilitate high-quality forms of athlete motivation, well-
being, and thriving as well as those that contribute to ill-being and impoverished functioning.
Understanding the multifaceted and dynamic nature of motivation, in and across, sport
settings is a highly complex task. Thus, SDT’s six mini-theories unified via the concept of
basic psychological needs provides a coherent structure to empirically test and understand
specific motivational phenomena. In this regard, scholars have applied SDT to sport settings
for more than 40 years to examine key assumptions, including how distinct goals, different
motives, and varying social contexts (e.g., coach-created climates, competition, feedback, and
engagement, performance, wellness, and thriving (see Ntoumanis, 2012; Ryan & Deci, 2017;
research in sport, the aim of this chapter is to provide a brief review, focusing on key findings
from a selection of empirical studies. Here, selected works from four key areas of inquiry
will be discussed. First, the relation between intrinsic and extrinsic motivation and a range of
SELF-DETERMINATION THEORY IN SPORT 4
sport-related outcomes (e.g., athlete experiences, well-being, and performance). Second, the
unifying role of the basic psychological needs within SDT in linking social-contextual factors
social environments and conditions that are conducive to supporting (vs. thwarting) the basic
psychological needs. Fourth, practical applications and strategies. Lastly, some key areas
that future SDT research in sport contexts may take are offered.
Intrinsic Motivation
Sports provide millions of individuals with immense joy, interest, and excitement.
Indeed, the intrinsic inclinations of people to play in their own time, compete, act in the
absence of any apparent external reward, and seek to test and develop their skills and
motivation within SDT, multiple benefits of being intrinsically motivated towards sports have
been documented, including positive associations with increased deliberate practice (Vink,
Raudsepp, & Kais, 2015), greater sport persistence (Jõesaar, Hein, & Hagger, 2011; Pelletier,
Fortier, Vallerand, & Briere, 2001), better sport performance (Charbonneau, Barling, &
Kelloway, 2001), heightened athlete engagement (Podlog et al., 2015), and enhanced vitality
Ideally, and for optimal growth and development, athletes would be intrinsically
motivated toward all their training and competitive endeavors. Yet, people engage in sports
for multiple motives, both intrinsic and extrinsic forms of motivation that coexist to
simultaneously predict the quality of one’s overall motivation (cf. Ryan & Deci, 2017). As
outlined by Pelletier and Rocchi (this volume), the second of SDT’s mini-theories,
Organismic Integration Theory (OIT; Deci & Ryan, 1985), was developed to distinguish
between different types of extrinsic motivation (i.e., to act for instrumental reasons) that vary
SELF-DETERMINATION THEORY IN SPORT 5
in the degree to which they are experienced as being autonomous (vs. controlled). This
internalization (cf. Ryan & Connell,1989), with the different types of regulation located on a
continuum of self-determination. From the least to most autonomous, these motivational types
compliance with social pressure, and/or to avoid punishment), introjected regulation (i.e.,
rather than external contingencies, with introjection behavior is regulated via self-imposed
intrapersonal contingencies such as shame, guilt, ego enhancement, and pride), identified
regulation (i.e., behavior is regulated via the conscious valuing of an activity as being
important to one’s aims/goals), and integrated regulation (i.e., behavior which is regulated
when the person not only identifies with the value of the activity, but when it has been
brought into congruence with the individuals’ other core values, goals, and needs) (see
Pelletier and Rocchi, this volume, for definitions and a more detailed discussion of each type
of motivation).
When applied to sports, as with all life domains, intrinsic motivation and the distinct
functioning, and performance. It is the coherent structure that provides a lens for researchers
and practitioners to conceptualize, define, and examine motivation from a quality perspective.
According to OIT, when behavior is autonomously regulated (i.e., via intrinsic motivation and
the well-internalized extrinsic forms of integrated and identified regulations), then greater
enhanced wellbeing will manifest (Ryan & Deci, 2017). An expanding body of empirical
work has documented the many benefits linked to autonomous (or high quality) forms of sport
motivation. Here, empirical work has shown autonomous motivation towards sport to
positively predict outcomes such as persistence (Pelletier et al., 2001), better performance
(Gillet, Berjot, & Gobancé, 2009), positive self-talk (Karamitrou, Comoutos, Hatzigeorgiadis,
SELF-DETERMINATION THEORY IN SPORT 6
& Theodorakis, 2017), more enthusiastic commitment (O’Neil & Hodge, 2020), adaptive
coping (Gaudreau & Antl, 2008), greater vitality and wellbeing (Gagné, Ryan, & Bargmann,
2003; Stenling, Lindwall, & Hassmén, 2015), and sportspersonship (Ntoumanis & Standage,
2009). Similarly, autonomous motivation has been shown to negatively predict outcomes
such as sport drop-out (Pelletier et al., 2001), burn-out (Barcza-Renner, Eklund, Morin, &
Habeeb, 2016; Jowett, Hill, Hall, & Curran, 2013), negative self-talk (Karamitrou et al.,
2017), negative affect (Gagné et al., 2003), and constrained commitment (O’Neil & Hodge,
2020).
research has shown partial or non-internalized forms of motivation towards sport (i.e.,
introjected and external regulations) to be positively linked with negative outcomes. These
outcomes include lower performance (Gillet, Vallerand, & Paty, 2013), athlete burnout
(Jowett et al., 2013), sport drop-out (Rocchi, Guertin, Pelletier, & Sweet, 2020), non-optimal
coping (Gaudreau & Antl, 2008), negative self-talk (Karamitrou et al., 2017), lower
dispositional flow (Lonsdale, Hodge, & Rose, 2008), antisocial attitudes (Ntoumanis &
Standage, 2009), and ongoing ill-being (Stenling, Ivarsson, Hassmen, & Lindwall, 2017).
Across organized sports, and yet even more so at the higher levels of performance,
athletes are faced with arduous training loads, demanding competition schedules, travel
commitments, periods of solitude, and the performing of not very interesting and somewhat
mundane tasks/drills (see Treasure, Lemyre, Kuczka, & Standage, 2007). The nature of the
tasks, drills, and situations that athletes face can be boring and mundane, yet entirely integral
to supporting the development of their athletic skills and capacities. In this regard, well-
internalized extrinsic motivation becomes a key driver. Here, the process of internalization
(i.e., the active and natural process wherein individuals take on external values, beliefs, and
behavioral regulations from social contexts and transfer and integrate these as their own; cf.
Ryan & Deci, 2017) makes a valuable contribution to understanding the motivational basis for
SELF-DETERMINATION THEORY IN SPORT 7
effortful engagement in the less interesting aspects of sport. Past SDT work has provided
insight into the social strategies required to support internalization, including the provision of
(Deci, Eghrari, Patrick, & Leone, 1994; Green-Demers, Pelletier, Stewart, & Gushue, 1998).
In addition to engaging with the more unexciting aspects of sport, improving one’s
ability at their chosen sport as well as maintaining high levels of performance also requires
considerable investment over a prolonged period. Insight into the role played by intrinsic
(2001). With a sample of 369 competitive swimmers from across the province of Quebec, the
authors collected data regarding interpersonal behaviors (autonomy support vs. controlling
coaching) and sports motivation at Time 1. Behavioral persistence was then recorded at Time
2 for Season 1 (10 months) and at Time 3 for Season 2 (22 months). Results of structural
equation modeling showed that autonomous motivations (both intrinsic motivation and
identified regulation) positively predicted greater persistence across both swim seasons.
External regulation was unrelated to persistence at the end of Season 1 and a negative
predictor of persistence at the end of Season 2. Amotivation was a strong negative predictor
of persistence across both seasons. It is worth noting that introjected regulation predicted
short-term behavioral engagement (Time 2), yet not over the longer term (Time 3). This
finding has been replicated in other domains (e.g., adolescent exercise; Gillison, Standage, &
Skevington, 2011) and points to the fact that at times people can be moved into action by self-
worth strivings and a desire to gain approval of others, yet the findings also allude to the fact
that such introjects are poor predictors of longer-term commitment and engagement and are
linked with poorer quality experiential outcomes (e.g., higher anxiety, guilt, and contingent
Remaining with the higher end of sport participation and behavioral outcomes, it can
SELF-DETERMINATION THEORY IN SPORT 8
be argued that the most important outcome is that of performance (Standage, 2012). Research
using SDT as a theoretical basis to address the “motivation – performance” relationship has
shown autonomous sports motivation to positively predict objective performance data as well
as coach ratings of performance (e.g., Gillet et al., 2009; Gillet, Vallerand, Amoura, &
Baldes, 2010). In one study, Gillet and colleagues (2009) carried out a longitudinal study of
90 young tennis players across three competitive seasons. Autonomous motivation (as
assessed via a self-determination index) was shown to positively predict better objective
motivation at the beginning of a season (Time 1) was shown to positively predict performance
across the following two seasons (Times 2 and 3). Autonomous motivation at Time 2
(assessed at the end of the second season) also positively predicted performance during the
third season. Such data support the tenets within OIT that when people are autonomously
motivated, they experience more interest, excitement, and confidence which manifests in
As reviewed, a robust pattern of empirical findings has supported the tenets proposed
within OIT, with intrinsic motivation and well-internalized extrinsic motivation consistently
sports. Conversely, more controlled forms of sports motivation have been shown to
behavioral markers. In view of this compelling body of evidence, it is paramount that both
scholars and practitioners explicitly understand a core set of necessary requirements that
support the internalization process as well as other markers of thriving in sports. Within SDT,
the concept of basic psychological needs explains how variations in the satisfaction and
wellness as well as diminished functioning, restricted growth, and ill-being. It is to the basic
psychological need propositions within SDT that the attention now turns.
SELF-DETERMINATION THEORY IN SPORT 9
The basic psychological needs specified within Basic Psychological Needs Theory
(BPNT; Ryan & Deci, 2017; Vansteenkiste et al., this volume) form the nexus within the
broader SDT framework, serving as the unifying principle that links social-contextual factors
with motivation, engagement, wellness, and functioning. When satisfied, the basic
psychological needs for autonomy, competence, and relatedness provide the functional
requirements for people to experience high quality forms of motivation, thriving, and well-
being. Yet, when any of the basic psychological needs are frustrated, greater ill-being, passive
engagement, restricted development, and impoverished functioning are hypothesized (Ryan &
Deci, 2017).
An expanding body of research within sport settings has provided empirical support
for the propositions of BPNT. Indeed, research has shown psychological need satisfaction to
positively predict many adaptive sport outcomes such as intrinsic motivation (Jõesaar et al.,
2011), thriving (Brown, Arnold, Standage, & Fletcher, 2017; 2021), deliberate practice
(Verner-Filion, Vallerand, Amiot, & Mocanu, 2017), dedication (Bhavsar et al., 2020),
(Curran, Hill, & Niemiec, 2013), performance (Verner-Filion et al., 2017), and enjoyment and
wellbeing (Warburton, Wang, Bartholomew, Tuff, & Bishop, 2020). Equally supportive of
BPNT, psychological need satisfaction has been shown to be negatively associated with
Jowett, Hill, Hall, & Curran, 2016), exhaustion (Bartholomew et al., 2011b), disaffection,
depression (Bartholomew et al., 2011a), and negative affect (Bartholomew et al., 2011a).
In recent work, Brown and colleagues (2017) examined the role of need satisfaction
and need frustration in relation to identifying British sport performers who thrived in
demanding competitive sporting encounters during their past month. Specifically, data were
SELF-DETERMINATION THEORY IN SPORT 10
collected to test whether classifications into ‘thriving’ profile memberships could be predicted
from scores for personal enablers (e.g., resilient qualities), contextual enablers (e.g., social
support), and underpinning process variables (e.g., need satisfaction, need frustration).
Aligned with the propositions within BPNT, the authors found that: (1) higher levels of need
satisfaction positively predicted sport performers’ membership into a ‘thriving’ profile; and
(2) greater levels of basic need frustration positively predicted the likelihood of sport
performers’ membership to the ‘below average’ profile (vs. the ‘thriving’ profile).
sport, with positive associations being reported with exhaustion (Bartholomew et al., 2011b),
negative affect (Bhavsar et al., 2020), burnout (Jowett et al., 2016), and perturbed
physiological arousal (e.g., Bartholomew et al., 2011a). Data from sport settings have also
such as vitality (e.g., Bartholomew et al., 2011a, 2011b), performance satisfaction (Felton &
Within BPNT it is also hypothesized that the basic psychological needs vary within
people over time, contexts, and social interactions (Ryan & Deci, 2017). A study by Gagné
and colleagues (2003) used a within- and between-person design to follow 33 gymnasts over
15 practice sessions across a 4-week period. Results of multilevel analyses showed that
gymnasts who endorsed higher levels of autonomous motivation, had, on average, more
positive experiences of their sport and reported greater levels of wellbeing. At the within-
person level, changes from pre- to post-practice were shown to be directly linked to the
satisfaction of the basic psychological needs within the practice stetting. That is, gymnasts
who endorsed higher need satisfaction reported experiencing greater positive affect, increased
In a recent prospective study, Brown, Arnold, Standage, Turner, and Fletcher (2021)
asked 51 elite British elite hockey players to complete measures assessing their basic
psychological need satisfaction and challenge appraisals on seven consecutive days prior to a
subjective performance and well-being. The authors also collected saliva samples
immediately on waking, and then +0.5, +3, and +5.25 h on the day of the match from a
subsample of 21 players who played their game in the early afternoon (i.e., rather than
evening when hormonal values would have been lower due to diurnal rhythm). Saliva was
assayed for catabolic (i.e., cortisol) and anabolic (i.e., dehydroepiandrosterone [DHEA])
hormones with the ‘anabolic balance’ also expressed by the ratio of DHEA:cortisol. Results
of latent growth modelling showed levels of pre-match psychological need satisfaction and
significant, small and moderate negative associations were reported for thriving with cortisol
concentration (+5.25 h sample) and total cortisol exposure across the morning of the match,
association with thriving. These trends may be suggestive that athletes who reported that they
were thriving were also perceiving and/or employing adaptive response mechanisms on the
morning of the match. Yet, in view of issues related to statistical power coupled with the fact
that exposure to a chronic stressor can lead to a blunted cortisol response, future work with
increased power is needed to assess the associations among key SDT constructs (e.g., need
athlete thriving. Such research would also extend on the work of Bartholomew et al. (2011a;
Study 2) who reported a positive association between need frustration and secretory
immunoglobulin A, a finding which suggests that when athletes perceive their needs to be
actively frustrated, they are more likely to experience increased physiological arousal and
conducted a diary study, collecting pre- and post-training data across a two-week period (i.e.,
8 training days) to examine whether experiences of need satisfaction and need frustration
during training would predict changes in well-being and ill-being before and after each
session. Supportive of BPNT, the results of multilevel modeling showed higher levels of need
satisfaction during training to positively predict greater levels of positive affect post-training.
Equally consistent with BPNT, the authors also reported perceptions of need frustration to
predict changes in negative affect and physical symptoms from pre- to post-training.
satisfaction and frustration on well-being and ill-being outcomes, researchers have also
studied the longitudinal associations among the psychological needs and indices of athlete
well-being. For example, Gaudreau, Amiot, and Vallerand (2009) followed 265 Canadian
hockey players across three measurement periods during the first 11 weeks of a season. Via
latent class growth modeling, the authors identified three distinct trajectories for both positive
affect and negative affect. Results showed need satisfaction (as well as low and high athletic
identity) to substantially increase the likelihood of membership to the more healthy, adaptive
trajectory (i.e., as compared to the other two less adaptive trajectories). In a more recent
study, Brown, Arnold, Standage, & Fletcher (2021) examined the associations among
psychological need satisfaction and thriving with a sample of 268 British sport performers
across three occasions spanning 28 days. Results from longitudinal structural equation
modeling showed athlete thriving to be highly predicted by both the recent experience of
thriving and the satisfaction of the basic psychological needs. The findings of Brown et al.’s
research and others in the extant literature (cf. Standage & Ryan, 2020) serve to illustrate the
important role that basic psychological need satisfaction serves as a means by which coaches
and practitioners can support and maintain athlete thriving across a series of sporting
encounters. It is to several features of the social environment that the focus now shifts.
SELF-DETERMINATION THEORY IN SPORT 13
motivation, wellness, and behavior are distinguished by the extent to which they support
versus thwart a person’s basic psychological needs. Therefore, an important strand of SDT
research has focused on the nature of social conditions, including external inputs,
intrapersonal events, and interpersonal relationships (cf. Ryan & Deci, 2017). Herein, a
significance.
External Events
Developed and refined primarily during the 1970s and 1980s, Cognitive Evaluation
Theory (CET; Deci & Ryan, 1985) was the first SDT mini-theory to be formulated, providing
a theoretical lens for understanding how differing external events (e.g., rewards, competition,
feedback) and later internal events (e.g., ego-involvement, public self-conscience) support or
undermine an individual’s intrinsic motivation (see Reeve, this volume). Sports provide an
excellent testbed for examining an overarching question within CET – i.e., “if a person is
involved in an intrinsically interesting activity and begins to receive an extrinsic reward for
doing it, what will happen to his or her intrinsic motivation for the activity?” (Deci & Ryan,
1985, p. 43). To explain such effects, two types of social inputs are specified within CET,
namely informational events (i.e., which are non-controlling and provide effectance-relevant
information) and controlling events (i.e., which represent pressure to feel, behave, or think in
specific ways) (Deci & Ryan, 1985). Within CET, it is hypothesized that informational (or
functional) events will enhance and sustain intrinsic motivation via the satisfaction of
people’s basic psychological needs for autonomy and competence. In contrast, controlling
events that frustrate an individual’s experience of autonomy and competence are held to
Rewards. Using a stabilometer task, Orlick and Mosher (1978) were the first to
SELF-DETERMINATION THEORY IN SPORT 14
demonstrate the potential for rewards (i.e., in the form of trophies) to undermine intrinsic
motivation in relation to a physical task. Here, the authors allocated children who exhibited
initial intrinsic motivation toward the balance task to one of four experimental conditions (i.e.,
a conditionally expected reward; unexpected reward; no reward but social reinforcement; and
no reward and no social reinforcement). Four days later, the children engaged in the task
again and their intrinsic motivation assessed. The authors used the free-choice paradigm to
amount of time spent on an activity when they are alone, free to choose what to do, and have
no external or evaluative reason to engage in the target activity. From pre-to-post- reward
sessions, results showed that participants in the two reward conditions spent less time
choicefully engaged with the target activity than those in the non-reward conditions. From the
perspective of CET, these findings suggest that rewards offered in the work of Orlick and
A meta-analysis of 128 experimental studies, including the work of Orlick and Mosher
(1978), and other sport/motor-task studies (e.g., Vallerand & Reid, 1984; Weinberg & Ragan,
rewards as well as all rewards, all tangible rewards, and all expected rewards to undermine
intrinsic motivation (Deci, Koestner, & Ryan, 1999). When applied to sport contexts, the
offering of rewards such as trophies and prizes can diminish the intrinsic motivation of
enhancement of social comparison, and/or identifying and promoting the best athletes) (Ryan
& Deci, 2017). As Ryan and Deci (2017) recognize, gatekeeping practices to separate elite
athletes from their non-elite counterparts plays an important role in identifying and promoting
the best athletes, yet this approach can have dire consequences in youth sport. That is, the
employing of practices that emphasize social comparisons may run the risk that many
children yet to reach their athletic prime will never do so (Ryan & Deci, 2017).
SELF-DETERMINATION THEORY IN SPORT 15
Athletic Scholarships. A specific type of reward that has received some empirical
interest from a CET perspective is that of athletic scholarships (e.g., E. D. Ryan 1977, 1980;
Kingston, Horrocks, & Hanton, 2006; Moller & Sheldon, 2020). These performance-
contingent rewards are commonly used in the United States, offered to student athletes by
universities that are members of the National Collegiate Athletic Association. E. D. Ryan
(1977) conducted the initial research into the effects of being awarded a scholarship on
student athletes’ intrinsic motivation. Here, he found that male football players receiving
scholarships reported higher extrinsic motivation (vs. intrinsic) as well as less enjoyment of
their sport than their non-scholarship counterparts. Such findings were akin to the
undermining effect of “pay for play” and consistent with tenets within CET. A subsequent
study by E. D. Ryan (1980) sought to replicate and extend his previous work to male athletes
(football players and wrestlers) and female athletes (various sports) from 12 institutions.
These data were more complex, revealing gender and sport differences. For female athletes,
their intrinsic motivation did not differ as a function of scholarship status. In terms of sport,
consistent with his 1977 findings, E. D. Ryan reported support for the undermining effect in
the male football players, yet not for male wrestlers nor female athletes from across several
different sports. These data were interpreted in the context that the awarding of athletic
scholarships to female athletes as well as male wrestlers at the time being “rare”. These
atypical rewards may have provided informational feedback that was perceived as being
indicative of competence. For male football players, the awarding of scholarships was
commonplace, attracting them to certain athletic programs, thus viewed as being controlling.
Kingston, Horrocks, and Sheldon (2006) extended the focus on intrinsic motivation to
examine whether the multiple types of motivation within SDT could be used to discriminate
between US student athletes of differing scholarship status. Here, results showed scholarship
athletes to report significantly higher levels of introjected regulation and external regulation
Recently, Moller and Sheldon (2020) examined the ‘undermining effect’ of athletic
scholarships with college athletes attending the University of Missouri, addressing the
question of “what happens to former college athletes’ intrinsic motivation following college?”
After controlling for the time elapsed since college, scholarship status was positively related
to felt external motivation during college, and negatively related to present-day enjoyment of
their target sport. Such findings provide support for the notion that the undermining effects
Although studies have provided support for the undermining effects of athletic
yielded complex data (cf. Ryan & Deci, 2017). To this end, Ryan and Deci (2017) have
argued that more research is required to tease out the circumstances under which scholarships
affect an individuals’ level of intrinsic motivation to the extent that it is interpreted as being
informational or controlling (Deci & Ryan, 1985). In situations where people experience a
sense of autonomy and especially when optimal challenge is present, it is likely that positive
feedback will increase intrinsic motivation (Ryan & Deci, 2017). Support for this tenet of
CET has been demonstrated in several studies. For example, Thill and Mouanda (1990)
reported that handball players who received bogus negative verbal feedback (i.e., indicating
failure) after shooting at targets reported lower levels of intrinsic motivation than players
receiving bogus positive verbal feedback. Similarly, in a study utilizing a stabilometer motor
task, Vallerand and Reid (1984) examined: (1) the effects of positive and negative verbal
feedback on reported intrinsic motivation; and (2) whether perceptions of competence would
medicate the effects of verbal feedback type on intrinsic motivation. Having been pre-
screened for holding at least a moderate level of intrinsic motivation toward the task, 84
participants were allocated to one of three conditions: (1) positive feedback; (2) negative
SELF-DETERMINATION THEORY IN SPORT 17
feedback; (3) no verbal feedback. Results showed that positive verbal feedback increased, and
negative verbal feedback decreased, the participants’ reported intrinsic motivation. Moreover,
and supportive of CET, results of path analysis showed perceived competence to mediate the
people struggle against each other with a view to maximizing their own successes while
minimizing the successes of an opponent; Deci & Ryan, 1985), inevitable outcomes are those
lab-based experimental work using physical tasks to study the competition process have
indexed by self-reported measures or via free-choice behavior assessments, e.g., McAuley &
Tammen, 1989; Vallerand & Reid, 1984; Weinberg & Ragan, 1979). As Ryan and Reeve (in
press) point out, it is how the competitive outcome affects perceived competence rather than
the competitive outcome in and of itself, that explains the ups and downs of intrinsic
information, it is important to remember that is also the way in which individuals and/or
teams subjectively evaluate their performance that counts. In this regard, past research
has shown that when people perceive that they have performed well, they are more likely to
report higher levels of intrinsic motivation than those who perceived failure, even if they have
Lab-based research has also shown participants who were told that they had won
competitive trials to report higher levels of need satisfaction, positive affect, and vitality than
those informed they had lost (Standage, Duda, & Pensgaard, 2005). The effect of the
competitive outcome information and the well-being gains reported in this work were
key objective is to have evenly matched athletes or teams compete. Although competition is
examining competition from the perspective of CET is perhaps best known for the early
demonstrations that competitive environments that place pressure on individuals to win lead
to decrements in intrinsic motivation and enjoyment when compared with the non-
competitive engagement in the same task/activity (Ryan & Reeve, in press). Reference in the
SDT literature is often made to Deci, Betley, Kahle, Abrams, and Porac’s (1981) work, a
study within which the authors demonstrated that when people are instructed to win at an
activity (in this instance a puzzle task) they perceive competition as controlling and as such it
tends to decrease their intrinsic motivation. From the literature, it is clear that controlling
elements such as emphasizing the competitive outcome and receiving pressures from others
(e.g., coaches, parents, teammates) to achieve an imposed standard can undermine motivation
and lead to the darker aspects of sport competition (cf. Ryan & Reeve, in press). For example,
Ntoumanis, Barkoukis, Gucciardi, and Chan (2017) in their prospective study of 257 Greek
controlling use of rewards, negative conditional regard, intimidation, and excessive personal
control) to positively predict psychological need frustration, and in turn low moral
functioning (e.g., favorable attitudes toward cheating and gamesmanship) and doping
intentions/doping use.
win, it can be enhancing of the basic psychological needs for autonomy, competence, and
relatedness (Ryan & Reeve, in press). Indeed, there are numerous adaptive informational
elements of competition such as optimal challenge, excitement, and mastery experiences that
One example of research that assessed several features of competition was conducted
by Tauer and Harackiewicz (2004). Here, the authors assessed the effects of competition,
cooperation, and intergroup competition on task enjoyment and performance with a sample of
children partaking in a basketball free-throw task. Three findings of interest emerged. First,
results replicated the competitive feedback (viz., “success” vs. “failure”) findings reported in
the CET literature. Second, and in comparing pure competition and pure cooperation, no
was found to consistently lead to the highest levels of task enjoyment and performance (in
two of the three studies in which performance was assessed). In appraising their findings, the
authors argued that engaging in intergroup competition provided the children with the best
overall experience as they derive the benefits available from competition and cooperation.
That is, they experience the excitement and challenge of competition as well as the
interpersonal enthusiasm and relatedness that comes from having teammates. Considered
from a CET perspective, it may also be that the controlling dimension of competition in this
world settings. Here, research that ecologically tracks how differing features of the
competitive process interact to satisfy as well as frustrate the basic psychological needs would
be a worthy undertaking. Such work would provide rich insight into the brighter and darker
sides of sports competition. Ryan and Reeve (in press) recently proposed a set of
Task and ego involvement are two intrapersonal events that have implications for the
motivation and wellness of athletes. According to CET, the functional significance of task-
involvement (i.e., a focus on self-referenced gains, learning, and effortful engagement) is one
internal locus of causality and perceived competence (Ryan & Deci, 2017). In contrast, ego-
involvement occurs when people put pressure on themselves (i.e., they internalize external
contingencies) such that their self-worth hinges on outperforming others (Ryan, 1982). Here,
the person is experiencing an internally administered pressure to meet specific outcomes and
as such the functional significance of the event is experienced as being controlling, which in
turn undermines their perceived locus of causality and subsequently their intrinsic motivation
and well-being (Deci & Ryan, 1985; Ryan & Reeve, in press). Lab-based work has provided
empirical support for such a proposition, showing that when people feel pressured to perform,
they report less intrinsic motivation towards the task at hand than participants told to just try
can, and does, induce ego-involvement. Using a physical co-ordination task, Standage et al.
need satisfaction and well-being (i.e., ego-involving vs. task-involving, working cooperatively
vs. working alone, and ‘win’ vs. ‘loss’ competitive outcome information). Results showed
that participants allocated to the task-involving conditions and those working in cooperation
to report higher levels of psychological need satisfaction and well-being. In contrast, those in
the ego-involving conditions reported higher levels of negative affect and lower levels of
psychological need satisfaction and vitality. Participants who were told that they had “won”
reported higher levels of need satisfaction, positive affect, and vitality than those told that
they had “lost”, whereas participants informed that they had “lost” reported higher levels of
SELF-DETERMINATION THEORY IN SPORT 21
negative affect. Standage et al. also tested when losing was worse via three planned contrasts.
Here, the results showed that the effects of losing in an ego-involving competitive structure
Summarizing the findings, standardized indirect effects from a motivational process model
grounded within SDT showed the effects of the competitive features (i.e., ego-involving
The Standage et al. findings provide empirical support for the notion that ego-
involvement tends to thwart psychological need satisfaction and undermine motivation and
well-being (Ryan & Reeve, in press). Yet, at the same time, and supporting the earlier
discussion on competition, the results again highlight that it is not competition per se that
threatens a person’s motivation and well-being in competitive settings. Indeed, it seems that
even when “failure” is realized, the quality of the experience can be maintained when
many athletes are afforded the luxury of always being the winner, such findings are reassuring
and informative with respect to how the debilitating effects of competition can be countered.
The functional significance of events such as rewards, feedback, competition, and over
by significant others such as coaches, parents, and teammates. In the context of being
supportive (or thwarting) of the psychological needs, SDT holds that the interpersonal styles,
motivating techniques, intentions, and attitudes of these social agents markedly contribute to
the quality of the motivational climate and subsequently to the athletes’ motivation,
engagement, performance, and wellness (cf. Ryan & Deci, 2017). It is to the nature of
interpersonal contexts and past research in sport contexts that the attention now turns.
Interpersonal Contexts
Sports occur in dynamic social contexts wherein athletes bring their goals, values, and
SELF-DETERMINATION THEORY IN SPORT 22
day-to-day life experiences to bear. At the same time, athletes are exposed to different social
agents (e.g., coaches, teammates, parents), each varying in how they convey and
calendar, and proximal context (e.g., training or competition) will also influence an athletes’
quality of motivation, their sport experiences, and their effortful engagement. Although it is
beyond the scope of this chapter to provide a detailed discussion, there is certainly much work
to still be conducted on the social dynamics and the complex nature of interpersonal
environments in sport. Moreover, and while the social contexts of sport can involve a number
of key individuals (e.g., youth sports have both authority figures such as coaches and parents
motivational climates.
performance, and well-being are influenced to the extent to which significant others (e.g.,
coaches, teammates, parents) support their basic psychological needs for autonomy,
being conducive to high quality motivation, internalization, and thriving whereas need-
thwarting social contexts contribute to controlled motivation, impaired functioning, and ill-
being. Past SDT research has shown the social contexts promoted by significant others (e.g.,
quality, well-being, engagement, and performance (cf. Standage & Ryan, 2020).
Akin with other life domains, the interpersonal climate that has received the most
environments that are supportive of choice, initiation, and understanding, while minimizing
the need to perform and act in a prescribed manner; Ryan & Deci, 2017). Although labeled as
“autonomy-support”, such contexts enhance the likelihood of an individual satisfying all three
needs (Ryan & Deci, 2017). Past work has shown that athletes who perceive their coach to
SELF-DETERMINATION THEORY IN SPORT 23
need satisfaction (Adie, Duda, & Ntoumanis, 2008; Haerens et al., 2018), greater autonomous
motivation (Haerens et al., 2018; O’Neil & Hodge, 2020; Pelletier et al., 2002; Sheldon &
Watson, 2011), higher well-being and vitality (Gagné et al., 2003; Haerens et al., 2018),
greater engagement (Curran, Hill, Hall, & Jowett, 2014; Delrue, Soenens, Morbée,
Vansteenkiste, & Haerens, 2019), better objective team performance (Sheldon & Watson,
2011), and sustained behavioral persistence (Pelletier et al., 2001). Research has also shown
the adaptive pattern of findings for autonomy support to hold even in situations wherein
athletes were poorly motivated or disruptive (e.g., Delrue et al., 2019) as well as across level
of participation (e.g., varsity versus recreational and club sport; Sheldon & Watson, 2011).
Although empirical work shows the multiple benefits for athletes of an autonomy-
supportive coaching climate, not all coaches provide such motivational climates for their
athletes. One strand of SDT research has been to contrast autonomy support with controlling
athletes to think, feel, and behave in particular, and imposed, ways. Thus, the functional
significance associated with perceptions of control manifest very differently to the processes
and outcomes associated with autonomy support (i.e., they are characterized by imposed
reasoning, and in contrast to the adaptive findings associated autonomy support, perceptions
of a controlling coach climate have been shown to be positively associated with a number of
maladaptive outcomes, including controlled (or poor quality) forms of motivation (O’Neil &
Hodge, 2020; Pelletier et al., 2001), greater sport disaffection (Curran et al., 2014), higher
Torregrosa, Viladrich, & Cruz, 2017), and ill-being (Haerens et al., 2018).
In recent years, there has been a logical shift towards focusing on, and defining
psychological needs outlined within SDT. Here, there has been a shift to distinguishing
between need-supportive and need-thwarting social contexts with measurement tools being
developed to assess this broader conceptualization within sport (e.g., Rocchi et al., 2017). In
their psychometric validation work with samples of student athletes and coaches from a
provincial sporting association, Rocchi and her colleagues reported results that aligned with
the propositions of SDT, with athletes who reported their coaches to use need-supportive
autonomous sport motivation, whereas athletes who reported their coach to employ need-
The dynamic nature of sport contexts makes it likely that coaches will use a mixture of
need-supportive and need-thwarting styles across differing settings. In this regard, Delrue et
al. (2017) reported significant variation in 197 Belgium soccer players’ perceptions of coach
behaviors across five soccer matches (i.e., as being supporting or thwarting of the needs for
autonomy and competence). The authors also reported that “in-game” perceptions of supports
for autonomy and competence to positively predict prosocial sport behavior and negatively
predict antisocial behaviors, whereas perceptions of the thwarting of the autonomy and
competence needs were shown to positively predict antisocial behavior and resentment
Within SDT, the satisfaction of all three needs is theorized to support ongoing and
maintained thriving (Ryan & Deci, 2017). Thus, it would be insightful to include assessments
ascertain the benefits and costs of exposure to differing motivational climates. Establishing a
brief set of items that capture core and differing features of the social context is key to such
work. Item response theory would be useful to such an endeavor (Standage & Ryan, 2020).
Practical Implications
SELF-DETERMINATION THEORY IN SPORT 25
A major focus within any application of SDT to sports would be directed at facilitating
the basic psychological need satisfactions of both athletes and their coaches. To date,
intervention attempts have mainly been conducted in other domains such education and
healthcare (e.g., arthritis, hypertension, physical activity, smoking abstinence; cf. Gillison,
Rouse, Standage, Sebire, & Ryan, 2019; Reeve & Cheon, 2021). Within healthcare contexts,
intervention studies, including several randomized controlled trials, have shown that when
patients experience need satisfaction in their treatment, they experience greater volitional
In the context of education, Reeve and Cheon (2021) recently reviewed 51 autonomy-
supportive teaching interventions studies, reporting that: (1) by employing SDT principles in
supportive styles in their teaching practice; and (2) when teachers become autonomy-
supportive, their students experience important and adaptive educational outcomes (e.g.,
improved self-concept, etc.). Reynders et al. (2019) applied this “teach the teacher” approach
to the sports domain, leading to a “coach the coach” intervention. Here, the authors randomly
result of the intervention content, both coaches and their athletes reported positive changes in
terms of the coaches’ autonomy-supportive and structuring coaching behavior (team sport
athletes being an exception). Notably, athletes in the intervention group reported increased
autonomous motivation and greater engagement than those allocated to the control condition.
The systematic and empirically driven research approach to the development of SDT
also provides a clear roadmap for interventions. Being able to map the features, qualities, and
significant import to sport practitioners (Standage & Ryan, 2020). A clear gap in the extant
SELF-DETERMINATION THEORY IN SPORT 26
literature pertains to the systematic translation of the principles within SDT to inform and
improve sports practice for the benefit of all involved. Drawing from a rich body of empirical
research across various life domains including sport, exercise, and health (cf. Ryan & Deci,
2017; Standage & Ryan, 2012, 2020; Teixeria et al., 2020), several situational components
that provide supports for each basic psychological need that could form part of need-
supportive interventions in sports are briefly outlined in the following text. Although listed
under a particular need support, it is important to note that these features of the social context
can, and often do, support two or more of the basic psychological needs.
Autonomy Supports: (1) provide choice; (2) seek athlete input; (3) elicit, understand,
and acknowledge their players’ perspectives; (4) employ non-controlling and non-judgmental
language; (5) support athlete initiative; (6) explore and set goals rich in intrinsic goal content;
(7) provide meaningful rationales; and (8) encourage athletes to experiment with new tasks
that could offer challenge and provide opportunities for learning and skill-development.
Competence Supports: (1) provide structure; (2) use informational feedback; (3)
appropriately apply positive feedback; (4) clarify expectations to athletes/teams; (5) promote
task-involved engagement; (6) support optimal challenge; and (7) provide clear, constructive,
Relatedness Supports: (1) express authentic interest in the person; (2) encourage
asking of questions and listen to the athletes’ reasons; (3) promote a supportive and
collaborative context for athletes and their teammates; (4) show unconditional regard; and (5)
support cooperation.
Future Directions
Many avenues exist for future basic research and interventions in sport, grounded within
SDT, a few of which have already been alluded to within this chapter. Further directions for
2020) and across health settings (e.g., Gillison et al., 2019), it would be insightful to
synthesize the available empirical data in sports to quantify the mean associations
researchers should also explore moderating factors (e.g., sex, age, competitive-level,
type of sport, culture, country, etc.) associated with heterogeneity in effect sizes to
understand how the effect size varies from study to study (cf. Borenstein, Hedges,
• As the processes within SDT are dynamic and multidimensional in nature, research
designs, assessments, and analyses that capture the ongoing interplay among key
SDT constructs are required to better understand and predict changes in key sport-
related outcomes. Experience sampling, event sampling and longitudinal designs are
manner to recent work in health contexts (Teixeria et al., 2020). Such a ‘classification
system’ would: (1) help to systematically identify, define, and classify how “coach
competence, and relatedness; and (2) aid in the development, translation, and the
• More research is required which tests tenets within the mini-theories of Relationships
Motivation Theory (RMT) and Goal Contents Theory (GCT). With RMT in mind, it
social agents with similar and contrasting interpersonal styles to examine their
influence on the ongoing the strivings, wellness, and behaviors of athletes across
training, competition, and different times of the competitive cycle (see Standage &
SELF-DETERMINATION THEORY IN SPORT 28
Emm, 2014 for a discussion of RMT and sport). In terms of GCT, as goal pursuit in
sports is highly prevalent, work in the sport domain would benefit from the systematic
(Standage & Ryan, 2020). Such work would provide a foundation to future empirical
Conclusions
Within this chapter, only a small proportion of the expansive body of SDT research in
sport settings has been reviewed. Several key findings were presented. First, the distinction
between autonomous and controlled motivation was discussed from a ‘quality’ perspective.
Here, the multiple advantages of acting through autonomous types of motivation for an
were reported. Second, the basic psychological needs were reviewed in the context of the role
that these functional requirements play in differentially linking various social contextual
factors with positive and negative sport outcomes. Here, considerable empirical work has
forms of sports motivation, wellness, vitality, engagement, and athlete thriving. In contrast,
results have documented the well-being, motivation, and behavioural costs of experiencing
interpersonal interactions, etc.) were considered from the perspective of being conducive to
supporting or thwarting the psychological needs for autonomy, competence, and relatedness.
To this end, a large body of research in sports settings substantiate the tenets of BPNT,
attesting to the positive outcomes associated with need-supportive social conditions as well as
the detriments of environments that thwart the basic psychological needs of athletes and
coaches. In view of the importance of the basic psychological needs to understanding the
social conditions that facilitate support positive outcomes in sport such as wellness, thriving,
SELF-DETERMINATION THEORY IN SPORT 29
and intrinsic motivation, practical recommendations were organised around specific supports
for autonomy, competence, and relatedness. Finally, several specific directions for future
Across the past five decades, researchers have drawn from SDT to make original,
meaningful, and innovative contributions to our understanding of sports motivation. From the
origins of SDT research focusing on how social inputs such as competition, feedback, and
rewards sustain or undermine intrinsic motivation through to testing the broad motivational
phenomena within and across the current six SDT mini-theories, empirical work within sports
has been rife. As we move forward, it will be exciting to see how sports research continues to
make contributions to SDT, especially as the theory goes through further expansion and
refinement.
SELF-DETERMINATION THEORY IN SPORT 30
References
Adie, J. W., Duda, J. L., & Ntoumanis, N. (2008). Autonomy support, basic need satisfaction
and the optimal functioning of adult male and female sport participants: A test of basic
Barcza-Renner, K., Eklund, R. C., Morin, A. J. S., & Habeeb, C. M. (2016). Controlling
perfectionism and motivation. Journal of Sport & Exercise Psychology, 38(1), 30-44.
Bartholomew, K. J., Ntoumanis, N., Ryan, R. M., Bosch, J. A., & Thøgersen-Ntoumani, C.
Psychological need thwarting in the sport context: Assessing the darker side of athletic
Bhavsar, N., Bartholomew, K. J., Quested, E., Gucciardi, D. F., Thøgersen-Ntoumani, C.,
Reeve, J., Sarrazin, P., & Ntoumanis, N. (2020). Measuring psychological need states
Borenstein, M., H., Hedges, L. V., Higgins, J. P. T., Rothstein, H. R. (2021). Introduction to
Brown, D., Arnold, R., Standage, M., & Fletcher, D. (2017). Thriving on pressure: A factor
Brown, D. J., Arnold, R., Standage, M., & Fletcher, D. (2021). A longitudinal examination
Brown, D. J., Arnold, R., Standage, M., Turner, J. E., & Fletcher, D. (2021). The prediction
SELF-DETERMINATION THEORY IN SPORT 31
Charbonneau, D., Barling, J., & Kelloway, E. K. (2001), Transformational leadership and
Curran, T., Hill, A. P., Hall, H. K., & Jowett, G. E. (2014). Perceived coach behaviors and
athletes’ engagement and disaffection in youth sport: the mediating role of the
Curran, T., Hill, A. P., & Niemiec, C. P. (2013). A conditional process model of children’s
Deci, E. L., Betley, G., Kahle, J., Abrams, L., & Porac, J. (1981). When trying to win:
7(1), 79-83.
Deci, E. L., Eghrari, H., Patrick, B. C., & Leone, D. R. (1994). Facilitating internalization:
Deci, E. L., Koestner, R., & Ryan, R. M. (1999). A meta-analytic review of experiments
Deci, E. L., & Ryan, R. M. (1985). Intrinsic motivation and self-determination in human
Delrue, J., Soenens, B., Morbée, S., Vansteenkiste, M., & Haerens, L. (2019). Do athletes’
responses to coach autonomy support and control depend on the situation and athletes'
Felton, L., & Jowett, S. (2015). On understanding the role of need thwarting in the association
SELF-DETERMINATION THEORY IN SPORT 32
Gagné, M., Ryan, R. M., & Bargmann, K. (2003). Autonomy support and need satisfaction in
the motivation and well-being of gymnasts. Journal of Applied Sport Psychology, 15,
372-390.
Gaudreau, P., Amiot, C. E., & Vallerand, R. J. (2009). Trajectories of affective states in
Gaudreau, P., & Antl, S. (2008). Athletes’ broad dimensions of dispositional perfectionism:
motivation and coping. Journal of Sport & Exercise Psychology, 30, 356-382.
Gillison, F. B., Rouse, P., Standage, M., Sebire, S. J., & Ryan, R. M. (2019). A meta-analysis
Gillet, N., Berjot, S., & Gobancé, L. (2009). A motivational model of performance in the
Gillet, N., Vallerand, R. J., Amoura, S., & Baldes, B. (2010). Influence of coaches’ autonomy
model of intrinsic and extrinsic motivation. Psychology of Sport and Exercise, 11,
155-161.
Gillet, N., Vallerand, R. J., & Paty, B. (2013), Situational motivation and performance.
Green-Demers, I., Pelletier, L. G., Stewart, D. G., & Gushue, N. R. (1998). Coping with the
SELF-DETERMINATION THEORY IN SPORT 33
enhancement in individual sports. Basic and Applied Social Psychology, 20(4), 251-
261.
Haerens, L., Vansteenkiste, M., De Meester, A., Delrue, J., Tallir, I., Vande Broek, G., Goris,
and control: identifying the most optimal motivating style. Physical Education and
Jõesaar, H., Hein, V., & Hagger, M. S. (2011). Peer influence on young athletes’ need
Jowett, G. E., Hill, A. P., Hall, H. K., & Curran, T. (2016). Perfectionism, burnout and
Jowett, G. E., Hill, A. P., Hall, H. K., & Curran, T. (2013). Perfectionism and junior athlete
Karamitrou, A., Comoutos, N., Hatzigeorgiadis, A., & Theodorakis, Y. (2017). A self-
Kouali, D., Hall, C., & Pope, P. (2020). Measuring eudaimonic wellbeing in sport: Validation
10(1), 93-106.
Lonsdale, C., Hodge, K., & Rose, E. A. (2008). The Behavioral Regulation in Sport
McAuley, E., & Tammen, V. V. (1989). The effects of subjective and objective competitive
SELF-DETERMINATION THEORY IN SPORT 34
outcomes on intrinsic motivation. Journal of Sport & Exercise Psychology, 11, 84-93.
physical education: Current trends and possible future research directions. In G.C.
Roberts & D.C. Treasure (Eds.), Motivation in sport and exercise (Vol. 3, pp. 91-
Ntoumanis, N., Barkoukis, V., Gucciardi, D. F., & Chan, D. K. C. (2017). Linking coach
interpersonal style with athlete doping intentions and doping use: A prospective
O’Neil, L., & Hodge, K. (2020). Commitment in sport: The role of coaching style and
(6), 607-617.
Orlick, T. D., & Mosher, R. (1978). Extrinsic awards and participant motivation in a sport
Pelletier, L. G., Fortier, M. S., Vallerand, R. J., & Brière, N. M. (2001). Associations among
Podlog, L., Gustafsson, H., Skoog, T., Gao, Z., Westin, M., Werner, S., & Alricsson, M.
Ramis, Y., Torregrosa, M., Viladrich, C., & Cruz, J. (2017). The effect of coaches’ style
8, Article 572.
Reeve, J., & Cheon, S. H. (2021). Autonomy-supportive teaching: Its malleability, benefits,
SELF-DETERMINATION THEORY IN SPORT 35
Reynders, B., Vansteenkiste, M., Van Puyenbroeck, S., Aelterman, N., De Backer, M.,
Delrue, J., De Muynck, G.-J., Fransen, K., Haerens, L., & Vande Broek, G. (2019).
athlete motivation and engagement. Psychology of Sport and Exercise, 43, 288-300.
Rocchi, M. A., Guertin, C., Pelletier, L. G., & Sweet, S. N. (2020). Performance trajectories
for competitive swimmers: The role of coach interpersonal behaviors and athlete
Rocchi, M. A., Pelletier, L. G., Couture, A. L. (2013). Determinants of coach motivation and
852-859.
Rocchi, M., Pelletier, L., & Desmarais, P. (2017). The validity of the Interpersonal Behaviors
extension. In C.H. Nadeau, W.R. Halliwell, K.M. Newell, & G.C. Roberts (Eds.),
Psychology of motor behavior and sport-1979 (pp. 19-26). Champaign, IL: Human
Kinetics.
Kneer (Eds.), Proceedings of the National College Physical Education Association for
cognitive evaluation theory. Journal of Personality and Social Psychology, 43, 450-
461.
Ryan, R. M., & Connell, J. P. (1989). Perceived locus of causality and internalization:
SELF-DETERMINATION THEORY IN SPORT 36
Examining reasons for acting in two domains. Journal of Personality and Social
Ryan, R.M., & Deci, E.L. (2017). Self-determination theory: basic psychological needs in
motivation, development, and wellness. New York, NY: The Guilford Press.
Ryan, R. M., & Reeve, J. (in press). Intrinsic motivation, psychological needs, and
Sheldon, K. M., & Watson, A. (2011). Coach’s autonomy support is especially important for
Stenling, A., Ivarsson, A., Hassmén, P., & Lindwall, M. (2017). Longitudinal associations
coach behaviors: A Bayesian latent growth curve approach. Psychology of Sport and
Stenling, A., Lindwall, M., & Hassmén, P. (2015). Changes in perceived autonomy support,
need satisfaction, motivation, and well-being in young elite athletes. Sport, Exercise,
(Ed.), Oxford handbook of sport and performance psychology (pp. 233-249). New
Standage M., Duda, J.L., & Pensgaard, A.M. (2005). The effect of competitive outcome and
Standage, M., & Emm, L.G. (2014). Relationships within physical activity settings. In N
Standage, M., & Ryan, R. M. (2020). Self-determination theory in sport and exercise. In G.
Tenenbaum, & R. C. Eklund (Eds.), Handbook of sport psychology (4th ed., Vol. 1)
Standage, M., & Ryan, R. M. (2012). Self-determination theory and exercise motivation:
Teixera, P. J., Marques, M. M., Silva, M. N., Brunet, J., Duda, J., Haerens, L., La Guardia, J.,
Lindwall, M., Lonsdale, C., Markland, D., Michie, S., Moller, A. C., Ntoumanis, N.,
Patrick, H., Reeve, J., Ryan, R. M., Sebire, S., Standage, M., Vansteenkiste, M., ...
Tauer, J. M., & Harackiewicz, J. M. (2004). The effects of cooperation and competition on
81(6), 849-861.
Thill, E., & Mouanda, J. (1990). Autonomy or control in the sport context. Validity of
Treasure, D. C., Lemyre, N., Kuczka, K. K., & Standage, M. (2007). Motivation in elite sport:
(Eds.), Intrinsic motivation and self-determination in exercise and sport (pp. 153-165).
Vallerand, R. J. (2007). Intrinsic and extrinsic motivation in sport and physical activity: A
review and a look at the future. In G. Tenenbaum & R. C. Eklund (Eds.), Handbook of
sport psychology (pp. 59-83). New York: John Wiley & Sons.
SELF-DETERMINATION THEORY IN SPORT 38
Vallerand, R. J., & Reid, G. (1984). On the causal effects of perceived competence on
Vasconcellos, D., Parker, P. D., Hilland, T., Cinelli, R., Owen, K. B., Kapsal, N., Lee, J.,
Antczak, D., Ntoumanis, N., Ryan, R. M., & Lonsdale, C. (2020). Self-determination
Verner-Filion, J., Vallerand, R. J., Amiot, C. E., & Mocanu, I. (2017). The two roads from
passion to sport performance and psychological well-being: The mediating role of need
Vink, K., Raudsepp, L., & Kais, K. (2015). Intrinsic motivation and individual deliberate
practice are reciprocally related: Evidence from a longitudinal study of adolescent team
Warburton, V. E., Wang, J. C. K., Bartholomew, K. J., Tuff, R. L., & Krystal, C. M. (2020).
Need satisfaction and need frustration as distinct and potentially co-occurring constructs:
Need profiles examined in physical education and sport. Motivation and Emotion, 44,
54-66.
Weinberg, R. S., & Ragan, J. (1979). Effects of competition, success/failure, and sex on