The Processes by Which Perceived Autonomy Support in Physical Education Promotes Leisure-Time Physical Activity Intentions and Behavior: A Trans-Contextual Model

By Martin S. Hagger, Nikos L. D. Chatzisarantis, Trudi Culverhouse, Stuart J. H. Biddle. 2003

594 citations recorded by the source corpus.

Subfields: Physical Therapy, Sports Therapy and Rehabilitation, Safety Research, Social Psychology

View Paper: https://www.semanticscholar.org/paper/0f0a9ae17bb14bb3c451a701022fa94b36cf5110

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Physical Therapy, Sports Therapy and Rehabilitation

1. Martin S. Hagger
2. Nikos L. D. Chatzisarantis
3. Maarten Vansteenkiste
4. P. Sarrazin
5. Keith Davids
6. Ian Renshaw
7. Brendan Moy
8. D. Tessier

In Safety Research

1. Nikos L. D. Chatzisarantis
2. Maarten Vansteenkiste
3. Martin S. Hagger
4. L. Haerens
5. Nikos Ntoumanis
6. L. Van den Berghe
7. P. Sarrazin
8. D. Tessier

In Social Psychology

1. Martin S. Hagger
2. Nikos L. D. Chatzisarantis
3. Nikos Ntoumanis
4. Maarten Vansteenkiste
5. L. Haerens
6. Vassilis Barkoukis
7. Y. Ommundsen
8. P. Sarrazin

Citations in the corpus

• The impact of nonlinear pedagogy on physical education teacher education students’ intrinsic motivation (2016, background): “…has associated intrinsic motivation with higher levels of active engagement (Ntoumanis 2001), increased levels of student learning (Chen 2001; Hagger et al. 2003; Tjeerdsma-Blankenship 2008), enhanced concentration and effort (Standage, Duda, and Ntoumanis 2003), continued participation in…”
• Sport Education and social goals in physical education: relationships with enjoyment, relatedness, and leisure-time physical activity (2013, background): “Unfortunately, few studies have examined the relationship between motivational factors in physical education and adolescent physical activity participation in choice-based leisure-time settings (Hagger et al. 2003).”
• Motivational Climate and Students’ Emotional Experiences and Effort in Physical Education (2010, background): “Strong positive experiences of autonomy in PE classes have been found to increase physical activity during the classes and also during leisure time physical activity (Hagger et al., 2003).”
• Children's motivational experiences following autonomy-supportive games lessons (2008, methodology): “Self-determination theory (SDT; Deci and Ryan, 1985) provides a valuable framework for examining motivation in PE (Hagger et al., 2003).”
• Autonomy–Mastery, Supportive or Performance Focused? Different teacher behaviours and pupils' outcomes in physical education (2007, methodology): “Indeed, a longitudinal study has provided encouraging results (Hagger et al., 2003).”