Physical activity is often praised for its physical and mental health benefits, but the mechanism through which this happens is nuanced and complex. In the first two parts of this blog post series, we spoke about the physiological and psychological pathways by which physical activity benefits our wellbeing (read here:). But a third pathway is its role in fulfilling our social needs. Beyond building strong muscles and reducing stress, engaging in physical activity can create powerful opportunities for social connection, personal growth, and a sense of accomplishment. When viewed through the lens of self-determination theory, developed by psychologists Ryan and Deci (2001), physical activity can satisfy three basic psychological needs of competency, relatedness, and autonomy. Importantly, these needs are either fulfilled or thwarted through the social environment, the fulfilment of which being essential for psychological well-being.
This blog post will explore how these needs are met through physical activity and why this matters especially in today’s modern society.
Competency: Building Self-Belief Through Activity
Competency is the feeling of being capable and effective in one’s intentions and actions. Physical activity provides endless opportunities to develop and demonstrate skills, whether it’s learning how to dribble a football, hit shuttlecock, or simply running for longer than last week’s run.
For children, in particular, who are constantly trying to figure their level of competency in many new and developing contexts, achieving physical milestones fosters a sense of accomplishment and builds confidence. When a child practices and sees progress—like finally kicking a soccer ball into the goal or swimming an extra lap—they feel capable and empowered. This sense of competency extends beyond the activity itself, often translating into other areas of life, such as academics and personal relationships.
However, it’s not all about outcomes – even engaging in the process of activity, experiencing failure and success can both equally support an individual’s sense that they can at least begin to try. Even if they fail, they learn that they can be ok after not succeeding, leading to a greater sense of general competency in life.
In schools, PE classes and sports programs can help children discover their strengths and build resilience. By celebrating involvement and progress if it occurs, teachers and parents can reinforce the value of effort and persistence. Competency is not about being the best but about improving and feeling proud of one’s growth. This can help children build a positive self-image and stay motivated in other areas of their lives.
Relatedness: Connecting Through Shared Experiences
Relatedness refers to the need to feel connected to others and experience a sense of belonging. Physical activity is a natural way to build relationships, as it often involves teamwork, cooperation, and shared experiences.
In team sports, children work together toward common goals, learning to trust and support one another. Whether it’s passing the ball, strategising, or simply cheering each other on, these moments foster connection and build lasting bonds. For individual activities, like running or cycling, one can feel a part of a community of others that engage in the same activity. This can manifest in joining a club or participating in group events can provide a more physical sense of connection, too.
In schools, physical activity can be a powerful tool to promote inclusivity and teamwork. Structured games during PE classes create opportunities for children to interact with peers they might not usually spend time with, helping to break down social barriers.
Importantly, relatedness doesn’t just benefit young people—it’s essential for adults too. Joining fitness classes or recreational sports leagues can help adults meet like-minded individuals, building supportive communities and combating feelings of isolation.
Autonomy: Choosing Activities That Align with Interests
Autonomy is the sense of having control over one’s choices and actions. Physical activity is a potent avenue for fostering autonomy, as it offers countless options for individuals to explore and pursue what they enjoy most. Within the context of a certain physical activity, an individual is often met with an array of choices of action; even the process of deciding to do one thing over the other, and experiencing the outcomes of that choice, can be incredibly empowering for someone who feels constrained and controlled in other areas of their lives. In a society where we often feel shackled by a 9-5, Monday-Friday working life, grappling with a balance with our recreational time, this sense of autonomy through physical activity can be crucial.
For children, autonomy means having a say in the activities they participate in, and how they participate in that activity. When young people are given the freedom to choose their physical pursuits, they’re more likely to stay engaged and develop intrinsic motivation—wanting to participate because it’s fun and meaningful to them, rather than because they feel pressured. Schools and parents can support autonomy by exposing children to a variety of activities and encouraging them to explore what resonates with their interests and personalities.
For example, some children may thrive in team sports, while others may prefer individual activities like swimming or tennis. By respecting these preferences, adults can help children feel more in control of their physical activity experiences, fostering a lifelong love of movement.
For adults, autonomy in physical activity can mean finding time to prioritise fitness in a way that aligns with personal values. Whether it’s taking a solo jog to unwind after a long day or joining a dance class to fulfil a passion for creative expression, the key is moving in ways that feel personally meaningful.
Supporting Psychological Needs Through Physical Activity in Schools and at Home – Navigating an Environment of Competing Interests
For young people today, their environment is filled with competing choices of action. We all have the world at their fingertips with the technology in most households in our society, and so it’s especially important during the developmental stage of life that there is room to have these basic psychological needs met. Physical activity is a perfect way to do that, and understanding how physical activity meets these basic psychological needs can help parents and schools create environments that promote overall well-being in this way.
Whether you are a coach, parent or teacher, here are some useful psychological tips based on the Basic Psychological Needs theory set out by Ryan and Deci (2001):
- Encourage Skill Development (Competency): Set achievable goals and celebrate progress, whether it’s learning a new skill or improving stamina. Focus on growth and effort rather than comparison.
- Promote Inclusivity (Relatedness): Design group activities that encourage teamwork and cooperation. Avoid overly competitive environments that may isolate less skilled participants, and instead foster a spirit of collaboration and mutual support.
- Offer Choices (Autonomy): Allow children to explore different activities and let them choose what they enjoy most. Variety is key—expose them to sports, dance, nature walks, and other forms of movement so they can discover what sparks their interest.
Conclusion: Movement as a Gateway to Well-Being
Physical activity is far more than a tool for physical fitness—it’s a gateway to fulfilling essential psychological needs. By fostering competency, relatedness, and autonomy, physical activity can become a source of joy, connection, and personal growth for individuals. Through the social environment, opportunities for inclusive and meaningful physical activity emerge and act as a powerful way to support overall well-being and build strong, resilient people and communities.