Motivação e práticas motivacionais de profissionais promotores de atividade física : uma abordagem com base na teoria da Autodeterminação
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2022
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A inatividade física é hoje um problema de saúde pública à escala global. A adesão dos praticantes à prática regular e duradoura de atividade física (AF) e exercício em particular, pode ser afetada pela forma como estes percecionam o comportamento dos profissionais que o promovem. A literatura tem sido profícua a evidenciar que determinado tipo de práticas motivacionais ligadas à criação de pressões externas e internas (i.e. estratégias motivacionais controladoras) pode influenciar negativamente a adesão continuada a programas de exercício (em diversos contextos), pelo que o papel dos profissionais que o promovem é fundamental na integração e organização de valores, atitudes e regulações comportamentais relacionadas com o exercício. No entanto, apesar do seu papel fundamental a literatura tem também evidenciado que práticas motivacionais deletérias continuam a ser adotadas, mais investigação sendo necessária, quanto aos correlatos destas práticas. A Teoria da Autodeterminação (TAD), oferece um racional teórico que pode ajudar a explicar estas relações. Assim, esta tese teve como objetivo geral analisar a motivação e as práticas motivacionais de profissionais promotores de AF, partindo de uma abordagem com base na TAD. Neste âmbito, realizaram-se 3 estudos: a) dois estudos observacionais transversais (estudos I e III), que pretenderam estudar os antecedentes motivacionais dos profissionais (i.e. a motivação para o trabalho que exercem e como percecionam as pressões do meio) e o consequente uso de estratégias motivacionais controladoras com as populações com quem trabalham; b) Uma revisão narrativa (estudo II), em que se pretendeu explorar outras abordagens, como a Pedagogia Não Linear (PNL), que também podem ajudar a explicar a utilização de estratégias motivacionais controladoras. Os resultados do estudo I, apoiados numa análise de mediação, apontam para a constatação de que contextos profissionais de pressão sobre os profissionais de exercício (quer por parte da estrutura organizacional, quer por parte da população com que trabalham), se ligam a motivações mais pobres (menos autodeterminadas, e com mais probabilidade de amotivação) para o trabalho, facilitando o uso de estratégias motivacionais controladoras, potencialmente nefastas. O Estudo III (estudo descritivo e comparativo entre amostras de profissionais de exercício e professores de educação física (EF)), parece apontar para o facto de qualquer um destes grupos profissionais, utilizar mais estratégias motivacionais controladoras, quando têm menos anos de experiência profissional, sendo a motivação intrínseca para o trabalho menor nos professores de EF e tendendo a diminuir com o aumento dos anos de serviço. Tomados no seu conjunto, e apoiados na TAD e na PNL, os resultados desta tese sublinham a importância da promoção de contextos profissionais que suportem motivações mais autodeterminadas para o trabalho, prevenindo o consequente uso de estratégias motivacionais controladoras (que a literatura já sublinhou serem deletérias para profissionais, aumentando o burnout, e para populações com quem trabalham, aumentando a desistência e desinteresse pela prática). É necessário promover a formação dos profissionais para utilizarem mais estratégias motivacionais de suporte à autonomia (englobando todas as necessidades psicológicas básicas previstas na TAD), proporcionando práticas positivas, de promoção do desafio, prazer, significado pessoal, e experiências de mestria e de respeito mútuo, no sentido de aumentar a motivação autodeterminada daqueles com quem trabalham e consequentemente a sua adesão e interesse continuados.
Physical inactivity is a public health problem on a global scale. Regular and long-lasting adherence to physical activity (PA) and exercise, can be affected by the motivational environment created by professionals promoting it, via the motivational strategies they use. Literature has been fruitful to show that a certain type of motivational practices, related to external and internal pressures (i.e. controlling strategies), can have negative consequences for continued adherence to exercise programs (in different contexts). Thus, professional’s motivational practices (and their correlates) is of paramount importance to the integration and organization of values, attitudes and behavioral regulations related to exercise. However, despite its fundamental role, the literature has also shown that deleterious motivational practices continue to be adopted, more research is needed regarding the correlates of these practices. Self-Determination Theory (SDT) offers a theoretical rationale that can help explain these relationships. Thus, the general purpose of this thesis was to analyze motivation and motivational practices of professionals promoting PA, through the lens of SDT. In this context, three studies were conducted: a) two cross-sectional observational studies (studies I and III), which aimed to explore professional’s motivational antecedents (i.e. their work motivation and their perception for environmental pressures) and the consequent use of controlling motivational strategies with the populations with whom they work; b) A narrative review (study II) intended to explore other theoretical approaches, such as Nonlinear Pedagogy (NLP), which can also help explain the use of controlling strategies, and offer strategies to counteract it. The results of study I, supported by a mediation analysis, point to the finding that pressuring professional contexts (either by the organizational structure or by the population with which they work) are related to poorer motivations (less self-determined, and more likely to be amotivated) for work, facilitating the use of potentially harmful, controlling motivational strategies. Study III (descriptive and comparative study between samples of exercise professionals and physical education (PE) teachers, seems to point to the fact that fewer years of professional experience are linked with higher use of controlling motivational strategies, in both samples. Intrinsic motivation for work is lower in PE teachers, tending to decrease with the increase of years of service. Taken as a whole, and supported by SDT and NLP, the results of this thesis underline the importance of promoting professional contexts that support more self-determined motivations for work, preventing the consequent use of deleterious controlling motivational strategies (increasing the risk of burnout in professionals, and the withdrawal and disinterest in the practice for populations with whom they work, as per literature review). It is also necessary to further promote and refine programs that effectively serve professionals training, in order to promote the use of autonomy-supportive strategies (encompassing all the basic psychological needs grounded on SDT), namely the promotion of adequate challenge, pleasure, personal meaning, and experiences of mastery and mutual respect, in order to increase the self-determined motivation of those with whom they work, or teach, and consequently their continued support and interest.
Physical inactivity is a public health problem on a global scale. Regular and long-lasting adherence to physical activity (PA) and exercise, can be affected by the motivational environment created by professionals promoting it, via the motivational strategies they use. Literature has been fruitful to show that a certain type of motivational practices, related to external and internal pressures (i.e. controlling strategies), can have negative consequences for continued adherence to exercise programs (in different contexts). Thus, professional’s motivational practices (and their correlates) is of paramount importance to the integration and organization of values, attitudes and behavioral regulations related to exercise. However, despite its fundamental role, the literature has also shown that deleterious motivational practices continue to be adopted, more research is needed regarding the correlates of these practices. Self-Determination Theory (SDT) offers a theoretical rationale that can help explain these relationships. Thus, the general purpose of this thesis was to analyze motivation and motivational practices of professionals promoting PA, through the lens of SDT. In this context, three studies were conducted: a) two cross-sectional observational studies (studies I and III), which aimed to explore professional’s motivational antecedents (i.e. their work motivation and their perception for environmental pressures) and the consequent use of controlling motivational strategies with the populations with whom they work; b) A narrative review (study II) intended to explore other theoretical approaches, such as Nonlinear Pedagogy (NLP), which can also help explain the use of controlling strategies, and offer strategies to counteract it. The results of study I, supported by a mediation analysis, point to the finding that pressuring professional contexts (either by the organizational structure or by the population with which they work) are related to poorer motivations (less self-determined, and more likely to be amotivated) for work, facilitating the use of potentially harmful, controlling motivational strategies. Study III (descriptive and comparative study between samples of exercise professionals and physical education (PE) teachers, seems to point to the fact that fewer years of professional experience are linked with higher use of controlling motivational strategies, in both samples. Intrinsic motivation for work is lower in PE teachers, tending to decrease with the increase of years of service. Taken as a whole, and supported by SDT and NLP, the results of this thesis underline the importance of promoting professional contexts that support more self-determined motivations for work, preventing the consequent use of deleterious controlling motivational strategies (increasing the risk of burnout in professionals, and the withdrawal and disinterest in the practice for populations with whom they work, as per literature review). It is also necessary to further promote and refine programs that effectively serve professionals training, in order to promote the use of autonomy-supportive strategies (encompassing all the basic psychological needs grounded on SDT), namely the promotion of adequate challenge, pleasure, personal meaning, and experiences of mastery and mutual respect, in order to increase the self-determined motivation of those with whom they work, or teach, and consequently their continued support and interest.
Descrição
Orientação: Marlene Nunes Silva
Palavras-chave
DOUTORAMENTO EM EDUCAÇÃO FÍSICA E DESPORTO, EDUCAÇÃO FÍSICA E DESPORTO, DESPORTO, MOTIVAÇÃO, ATIVIDADE FÍSICA, EXERCÍCIO FÍSICO, SAÚDE, CONDIÇÕES DE TRABALHO, STRESS OCUPACIONAL, PHYSICAL EDUCATION, SPORT, MOTIVATION, PHYSICAL ACTIVITY, PHYSICAL EXERCISE, HEALTH, WORKING CONDITIONS, OCCUPATIONAL STRESS