Self-determination and motivation to exercise
Apply autonomy, competence and relatedness to exercise, interpret Calvo and colleagues’ study and include environmental barriers.
Section Paper 2 · Paper 2 · Topics 4–6 and non-experimental methods
Original teaching mapped to Cambridge IGCSE Psychology 0266 Version 3 for 2027–2029. The course is independent study support, not Cambridge material, an official mark scheme or an awarded grade. Named-study notes summarise the required findings; candidates are not expected to evaluate named studies. Self-check practice is not official grading, a timed Paper 1/2 simulator or teacher review.
Before you begin
- Use the Version 3 syllabus and confirm availability in your administrative zone with Cambridge and your school. Both papers are compulsory. The updated named-study summaries are required context; full original research articles are not required.
Work on paper. Try each question before revealing help, and explain why your method works.
Quick readiness check
Before self-determination and motivation to exercise, which approach is most useful?
What you will learn
- Define autonomy, competence and relatedness
- Compare intrinsic and extrinsic motives in exercise
- Use Calvo et al.’s persistence findings
- Explain environmental barriers as a counterargument
Three needs support self-determined motivation
Competence is feeling capable; relatedness is feeling connected and belonging; autonomy is feeling that one has choice and control. Self-determination theory predicts that satisfying these needs can support more self-directed motivation.
Exercise may be driven by enjoyment or external outcomes
Intrinsic motivation comes from enjoyment and personal satisfaction; extrinsic motivation comes from rewards, approval or other external outcomes. A person may hold both motives. The effect on persistence depends on the person and context.
Named study: Calvo and colleagues
A questionnaire was completed by 492 adolescent male football players; a year later the programme identified those who remained and those who left. Those who persisted reported more relatedness and autonomy and less external motivation; competence did not predict persistence. The findings support a role for relatedness and autonomy. Lack of time, health issues and social limits can still prevent exercise.
Pause and explain
Which response best shows understanding of self-determination and motivation to exercise?
Worked example
A learner continues exercising because teammates make them feel included and they choose which activities to try. Name two needs.
Show the worked solution
- Feeling included reflects connection with others.
- Choosing an activity reflects control.
- These are relatedness and autonomy.
Answer Relatedness and autonomy are being supported.
Try a topic test
Choose Easy, Normal or Difficult. Save your answers and open worked review after finishing.
Test this topic →From guided practice to a new situation
Write your answer and reasoning first. Use a hint only if you are stuck. The model solution is for self-checking; your written work is not automatically marked.
A student can choose an activity and schedule their own practice. Which need is most directly supported?
Give me a hint
Focus on control and choice.
Compare my reasoning
- The student chooses the activity.
- The choice gives a sense of control.
- This supports autonomy.
Autonomy.
Look for these in your work
- Identifies choice
- Links it to control
- Names the need
Which two differences separated persisters from dropouts in Calvo et al.?
Give me a hint
Recall the needs that predicted persistence, not every measured factor.
Compare my reasoning
- Persisters reported higher relatedness.
- They also reported higher autonomy and less external motivation.
- Competence did not predict persistence in the study summary.
Persisters reported greater relatedness and autonomy and lower external motivation; competence did not predict persistence.
Look for these in your work
- Names relatedness
- Names autonomy/external motivation
- States competence result
A motivated person wants to exercise but cannot access a safe venue and has limited time. Explain the environmental counterargument.
Give me a hint
Separate willingness from opportunity.
Compare my reasoning
- The person has motivation to exercise.
- Access and time are outside the person’s immediate control.
- Environmental barriers can limit behaviour even when self-determination needs are supported.
Environmental barriers such as time and access can restrict exercise despite personal motivation.
Look for these in your work
- Recognises motivation
- Identifies barriers
- Explains the limit
Common mistakes
- Claiming competence predicted persistence in Calvo et al.
- Treating external motivation as always harmful.
- Ignoring time, health or social barriers.
What can you explain now?
Which need concerns feeling connected and belonging?
Compare with the explanation
Relatedness
Autonomy is choice; competence is feeling capable.
After trying it yourself, choose your next review. This is your self-assessment.
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Make it stick
How do autonomy, competence and relatedness relate to exercise, and what did Calvo et al. find about persistence?
If you needed the solution, close it and solve the problem again from a blank page. A correct answer is stronger when you can explain the reason for each step.