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Students' Motivational Experiences across Profiles of Perceived Need-Supportive and Need-Thwarting Teaching Behaviors in Physical Education
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R. Burgueño; L. García-González; Á. Abós; J. Sevil-Serrano – Physical Education and Sport Pedagogy, 2024
Background: Consistent with self-determination theory (SDT), teachers may differ in the motivating style used to motivate students in physical education (PE). When relying on need-supportive behaviors, teachers attempt to provide students with opportunities for choices and initiative (autonomy support), valuable information and feedback…
Descriptors: Student Motivation, Physical Education, Physical Education Teachers, Teacher Behavior
The Role of Task and Ego-Oriented Climate in Explaining Students' Bright and Dark Motivational Experiences in Physical Education
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García-González, Luis; Sevil-Serrano, Javier; Abós, Angel; Aelterman, Nathalie; Haerens, Leen – Physical Education and Sport Pedagogy, 2019
Background: A distinction is made in Achievement Goal Theory (AGT) between task-oriented (i.e. effort, intra-individual progress, and self-comparison) and ego-oriented (i.e. inter-individual progress and normative comparison) climates. Combining insights from AGT and Self-Determination Theory (SDT), studies in the PE context have shown that a…
Descriptors: Physical Education, Self Concept, Psychological Needs, Self Determination
An Experimental, Video-Based Investigation into the Motivating Impact of Choice and Positive Feedback among Students with Different Motor Competence Levels
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De Meester, An; Van Duyse, Femke; Aelterman, Nathalie; De Muynck, Gert-Jan; Haerens, Leen – Physical Education and Sport Pedagogy, 2020
Background: Research stemming from Self-Determination Theory (SDT) shows that physical education (PE) teachers who endorse an autonomy-supportive and structuring motivating style positively affect students' motivation, engagement and learning. Choice provision and positive feedback are two concrete strategies that are part of an…
Descriptors: Video Technology, Tests, Motor Development, Self Determination
The Impact of Nonlinear Pedagogy on Physical Education Teacher Education Students' Intrinsic Motivation
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Moy, Brendan; Renshaw, Ian; Davids, Keith – Physical Education and Sport Pedagogy, 2016
Background: Providing motivationally supportive physical education experiences for learners is crucial, since empirical evidence in sport and physical education research has associated intrinsic motivation with positive educational outcomes. Self-determination theory (SDT) provides a valuable framework for examining motivationally supportive…
Descriptors: Physical Education, Physical Education Teachers, Teacher Education, Preservice Teachers