A self-determination approach to the understanding of motivation in physical education.

By Nikos Ntoumanis. British Journal of Educational Psychology, 2001

1,166 citations recorded by the source corpus.

Subfields: Experimental and Cognitive Psychology, Physical Therapy, Sports Therapy and Rehabilitation, Social Psychology

View Paper: https://www.semanticscholar.org/paper/33c23c9c1872ce717ed6e2d301dc7daeeef04c2c

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In Experimental and Cognitive Psychology

In Physical Therapy, Sports Therapy and Rehabilitation

In Social Psychology

Citations in the corpus

The effects of teachers’ expectations about students’ motivation on teachers’ autonomy‐supportive and controlling behaviors (2006, background): “, 1995; Standage, Duda, & Ntoumanis, 2003) and self-reported effort in PE (Ntoumanis, 2001) or in sport (Pelletier et al.”
Learning Environment, Motivation and Interest: Perspectives on Self-Determination Theory (2004, background): “Other research in the field of higher education produced somewhat higher intercorrelations between theoretically relevant environmental variables and motivation (Muller, 2001; Ntoumanis, 2001; Patrick, Risley & Kempler, 2000; Prenzel, 1996).”
The effects of an experimental programme to support students’ autonomy on the overt behaviours of physical education teachers (2008, positive): “In turn, student self-determined motivation predicts leisure-time physical activity intentions (e.g., Ntoumanis, 2001; Standage, Duda, & Ntoumanis, 2003), preference for optimally difficult tasks (e.g., Standage, Duda, & Ntoumanis, 2003), concentration (e.g., Ntoumanis, 2005) and effort (e.g.,…”
The Processes by Which Perceived Autonomy Support in Physical Education Promotes Leisure-Time Physical Activity Intentions and Behavior: A Trans-Contextual Model (2003, background): “One of the primary aims for physical education is to provide young people with the necessary skills, knowledge, and competence to chose and participate in health-related physical activity in their leisure time (National Standards for Physical Education, 1996; Ntoumanis, 2001; Pate et al., 1995).”
"Don't do it for me. Do it for yourself!" - stressing the personal relevance enhances motivation in physical education. (2003, background): “Similar to Deci and Ryan’s identified regulation, this Ex-I type represents self-determined behavior, but the behavior is performed in order to achieve personal goals and not for its inherent appeal (Ntoumanis, 2001).”
Associations between students' perceptions of physical education teachers' interpersonal styles and students' wellness, knowledge, performance, and intentions to persist at physical activity: A self‐determination theory approach (2018, background): “…interpersonal behaviors and a range of important PE outcomes such as motivation, persistence, and well-being (e.g., Cheon, Reeve, & Moon, 2012; Ntoumanis, 2001; Taylor & Ntoumanis, 2007; Tessier, Sarrazin, & https://doi.org/10.1016/j.psychsport.2018.07.003 Received 22 May 2017; Received in…”
Intrinsic and Extrinsic Motivation in Sport and Physical Activity: A Review and a Look at the Future (2012, background): “, & Ntoumanis, N. (2004). Dimensions of coaching behavior, need satisfaction, and the psychological and physical welfare of young athletes.”
Does observed controlling teaching behavior relate to students’ motivation in physical education? (2014, background): “…have been shown to predict maladaptive outcomes such as decreased effort and reduced class engagement (e.g., Aelterman et al., 2012) and the absence of transfer of physical activity from the PE context to leisure time (e.g., Haerens et al., 2010; Ntoumanis, 2001; Standage, Duda, & Ntoumanis, 2003).”
Examining factors associated with intrinsic motivation in physical education: a qualitative approach (2003, background): “Ntoumanis (2001) showed that cooperative learning, emphasis on improvement and perceived choice affected students’ motivational types in physical education.”
Psychological Needs and the Quality of Student Engagement in Physical Education: Teachers as Key Facilitators. (2017, background): “, Ntoumanis, N., Hall, H.K., & Jowett, G.E. (2016). A three-wave, longitudinal test of self-determination”
An Idiographic Analysis of Amotivation in Compulsory School Physical Education (2004, background): “Clearly this is an area worthy of more research since low perceptions of competence have been associated with amotivation in PE (Ntoumanis, 2001).”
Impact of a sustained Cooperative Learning intervention on student motivation (2017, background): “However, a small percentage of children feel amotivated (Ntoumanis 2001), engaging in negative behaviours (i.e. being disruptive, not dressing for class, competent bystanders, etc.).”
Dimensions of Coaching Behavior, Need Satisfaction, and the Psychological and Physical Welfare of Young Athletes (2004, background): “This finding is consistent with previous research in the education (Black & Deci, 2000; Ryan & Grolnick, 1986), sport (Blanchard and Vallerand, 1996, cited in Vallerand & Losier, 1999; Pelletier, Fortier, Vallerand, & Brière, 2001), PE (Ntoumanis, 2001; Standage et al., 2003), and exercise (Wilson &”
The motivational relevance of peer and teacher relationship profiles in physical education (2010, background): “Ryan & Deci, 2007) suggests that social factors will support self-determined motivation and associated positive outcomes to the extent that the basic psychological needs for competence, autonomy, and relatedness are met, a contention that has been consistently supported in physical education researc”
Do perceived autonomy-supportive and controlling teaching relate to physical education students' motivational experiences through unique pathways? Distinguishing between the bright and dark side of motivation (2015, background): “, 2005) and boredom (Ntoumanis, 2001), and negatively to positive outcomes such as students' engagement (Aelterman et al.”
Motivation, Learning Strategies, and Performance in Physical Education at Secondary School (2016, background): “…Ulstad, Bagøien, & Skjesol, 2009); (3) both autonomous types of motivation and/or perceived competence and effort (Noels, Clement, & Pelletier, 1999; Ntoumanis, 2001; Ntoumanis, 2002); (4) both autonomous motivation and need satisfaction in physical education and increases in effort over time…”