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Motivation in Physical Education Classes: A Self-Determination Theory Perspective

Ntoumanis, Nikos and Standage, Martyn (2009) Motivation in Physical Education Classes: A Self-Determination Theory Perspective. Theory and Research in Education, 7 (2). pp. 194-202. ISSN 1477-8785

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URL of Published Version: http://tre.sagepub.com/cgi/content/short/7/2/194

Identification Number/DOI: 10.1177/1477878509104324

This paper presents a brief overview of empirical studies in school physical education (PE) that have employed 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.

Type of Work:Article
Date:2009 (Publication)
School/Faculty:Colleges (2008 onwards) > College of Life & Environmental Sciences
Department:School of Sport and Exercise Sciences
Subjects:GV Recreation Leisure
L Education (General)
Institution:University of Birmingham
Copyright Holders:Sage
ID Code:376
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