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Motivation in physical education classes: A self-determination theory perspective


Reference:

Ntoumanis, N. and Standage, M., 2009. Motivation in physical education classes: A self-determination theory perspective. Theory and Research in Education, 7 (2), pp. 194-202.

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Official URL:

http://dx.doi.org/10.1177/1477878509104324

Abstract

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.

Details

Item Type Articles
CreatorsNtoumanis, N.and Standage, M.
DOI10.1177/1477878509104324
DepartmentsFaculty of Humanities & Social Sciences > Health
RefereedYes
StatusPublished
ID Code25925

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