Self-Determination Theory: Explaining Motivation to Exercise

Post by Shireen Parimoo

Why do people exercise?

Exercise is a physical stressor for our bodies that can be painful, sometimes resulting in injuries, yet people still dance, run, go to the gym, and play sports. Surely, they must derive some benefit from exercise that justifies the temporary pain. What keeps them motivated? Some exercise to improve or maintain their physical and/or mental health, others use exercise as a form of stress relief, while others focus on improving their appearance or on achieving a particular goal. These reasons are not mutually exclusive, as someone could have an achievement-focused mindset in their sport yet also feel like it helps them cope with the stresses of daily life.

Motivation refers to the factors that drive us to perform a behavior, like exercising or playing sports. Motivation not only influences our ability to initiate a behavior or change in lifestyle but also determines how successfully we can maintain that change over time. In general, motivation can be intrinsic and based on the inherent enjoyment that comes from doing something, or extrinsic and guided by factors outside of the activity itself such as competition or social factors.

Where does motivation come from?

According to the self-determination theory, motivation lies along a continuum of autonomy, ranging from fully autonomous to controlled sources of motivation. Autonomous motivation can be both intrinsic and extrinsic, such as exercising for fun (intrinsic), or because the outcome is consistent with an individual’s self-concept (extrinsic – integrated regulation) or their personal values (extrinsic – identified regulation). For example, identified regulation of behavior occurs when someone starts running because they want to be physically fit and value leading a healthy lifestyle, even if they do not enjoy the act of running. Controlled motivation is largely extrinsic, like exercising to lose weight, to win a medal, or to avoid feelings of guilt associated with leading a sedentary lifestyle. The last example illustrates introjected regulation, in which someone feels pressured or obligated to exercise because of the environment they are in, even if they do not enjoy it.

Successfully adopting and maintaining an exercise program are distinct stages of change that rely on different sources of motivation. For example, both autonomous and controlled motivation might be sufficient for someone to start exercising, but those who are autonomously motivated are more likely to continue exercising long-term. Identified and integrated regulation in particular are more predictive of long-term adherence to an exercise program because they are centered around an individual’s personal beliefs and values, which heavily influence their lifestyle. On the other hand, controlled motivation is less likely to lead to long-term maintenance of exercise behavior and may even be associated with a lower sense of psychological well-being.

How can motivation be improved?

It is not easy to go from forming an intention to exercise to implementing that change – motivation is crucial. A large body of research suggests that autonomous motivation can be fostered when three basic psychological needs are met:

Autonomy: how much control someone believes they have over their behavior.

Competence: how successfully someone feels in their achievements at their chosen sport or exercise program.

Relatedness: how much someone feels connected with and/or supported by their social environment.

Each of these needs is met to varying degrees depending on the context and environment. Behavioral interventions that help address these psychological needs positively regulate autonomous motivation, which in turn leads to increased physical activity. Interventions focused on increasing the sense of autonomy and competence are most effective in facilitating behavior change. However, it is important to remember that interventions are typically not one-size-fits-all. For someone looking to start strength training, for instance, joining a local gym or fitness class might provide a consistent and supportive environment for exploration. Alternatively, others might benefit more in a one-on-one setting, like hiring a personal trainer.

On the contrary, not meeting these needs can be counterproductive. If a parent strongly pushes their teenager into joining the soccer team, for instance, the teenager may feel like they did not have any choice in the decision. If they also do not enjoy the sport, then they are less likely to continue playing. Similarly, setting unrealistic goals can lead to feelings of incompetence, which may lower someone’s motivation to continue exercising. Thus, although people might start to exercise for a wide variety of reasons, being mindful of their environmental and social context might help them effectively develop and maintain the habit.

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