Motivation in physical education classes: A self-determination theory perspective
This article presents a brief overview of empirical studies in school physical education (PE) that have employed self-determination theory (SDT) and, where relevant, proposes ideas for future research in this area. First, we review research on teachers' interpersonal style and its relation to s...
| Main Authors: | , |
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| Format: | Journal Article |
| Published: |
2009
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| Online Access: | http://hdl.handle.net/20.500.11937/42679 |
| _version_ | 1848756487282753536 |
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| author | Ntoumanis, Nikos Standage, M. |
| author_facet | Ntoumanis, Nikos Standage, M. |
| author_sort | Ntoumanis, Nikos |
| building | Curtin Institutional Repository |
| collection | Online Access |
| description | This article presents a brief overview of empirical studies in school physical education (PE) that have employed self-determination theory (SDT) and, where relevant, proposes ideas for future research in this area. First, we review research on teachers' interpersonal style and its relation to students' motivation. Second, we discuss intervention studies aimed at optimizing teachers' interactions with students. Third, we present an overview of findings suggesting that basic psychological needs and motivational regulations predict various cognitive, affective, and behavioral outcomes in PE. Finally, we provide practical recommendations for PE teachers drawing from initial intervention studies in PE. Copyright © 2009, Sage Publications. |
| first_indexed | 2025-11-14T09:12:59Z |
| format | Journal Article |
| id | curtin-20.500.11937-42679 |
| institution | Curtin University Malaysia |
| institution_category | Local University |
| last_indexed | 2025-11-14T09:12:59Z |
| publishDate | 2009 |
| recordtype | eprints |
| repository_type | Digital Repository |
| spelling | curtin-20.500.11937-426792017-09-13T14:24:47Z Motivation in physical education classes: A self-determination theory perspective Ntoumanis, Nikos Standage, M. This article presents a brief overview of empirical studies in school physical education (PE) that have employed self-determination theory (SDT) and, where relevant, proposes ideas for future research in this area. First, we review research on teachers' interpersonal style and its relation to students' motivation. Second, we discuss intervention studies aimed at optimizing teachers' interactions with students. Third, we present an overview of findings suggesting that basic psychological needs and motivational regulations predict various cognitive, affective, and behavioral outcomes in PE. Finally, we provide practical recommendations for PE teachers drawing from initial intervention studies in PE. Copyright © 2009, Sage Publications. 2009 Journal Article http://hdl.handle.net/20.500.11937/42679 10.1177/1477878509104324 restricted |
| spellingShingle | Ntoumanis, Nikos Standage, M. Motivation in physical education classes: A self-determination theory perspective |
| title | Motivation in physical education classes: A self-determination theory perspective |
| title_full | Motivation in physical education classes: A self-determination theory perspective |
| title_fullStr | Motivation in physical education classes: A self-determination theory perspective |
| title_full_unstemmed | Motivation in physical education classes: A self-determination theory perspective |
| title_short | Motivation in physical education classes: A self-determination theory perspective |
| title_sort | motivation in physical education classes: a self-determination theory perspective |
| url | http://hdl.handle.net/20.500.11937/42679 |