An Idiographic Analysis of Amotivation in Compulsory School Physical Education

By Nikos Ntoumanis, A. Pensgaard, Christopher Martin, Katie Pipe. 2004

231 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Physical Therapy, Sports Therapy and Rehabilitation, Social Psychology

View Paper: https://www.semanticscholar.org/paper/3acbaf3a30fa17ca698a1a74150e5562cec81984

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In Developmental and Educational Psychology

In Physical Therapy, Sports Therapy and Rehabilitation

In Social Psychology

Citations in the corpus

The links between self-determined motivations and behavioral automaticity in a variety of real-life behaviors (2017, background): “However, on the other hand, AM is also often described as a reflective state of learned helplessness where one does not know how to achieve a specific outcome or has very little interest for a task and is trying to figure out if they should continue (Ntoumanis et al. 2004; Pelletier et al. 1999), or”
The impact of nonlinear pedagogy on physical education teacher education students’ intrinsic motivation (2016, background): “In order to influence a students’ self-motivated engagement in physical education and enhance their educational experience, it is important to implement learning experiences within a physical education pedagogical approach that can satisfy all three basic psychological needs (Vallerand 2001; Ntouman”
How can video feedback be used in physical education to support novice learning in gymnastics? Effects on motor learning, self-assessment and motivation (2018, background): “According to Ntoumanis et al. (2004), the reasons proposed for amotivation in disengaged pupils (aged 14 and 15 years) during PE lessons are linked to three factors: learned helplessness, non-consideration of their interests and needs and the learning context.”
Motivational clusters and performance in a real-life setting (2009, background): “However, future research is needed to better understand the nature of the psychological processes triggered by controlled motivation and amotivation that may undermine performance (see Ntoumanis et al. 2004; Pelletier et al. 1999).”
Autonomy–Mastery, Supportive or Performance Focused? Different teacher behaviours and pupils' outcomes in physical education (2007, background): “An additional avenue for future research would be to use an ideographic approach to unravel strategies by which levels of amotivation can be reduced (Ntoumanis, Pensgaard, Martin, & Pipe, 2004 ).”
Change in Affect and Needs Satisfaction for Amotivated Students within the Sport Education Model. (2010, methodology): “Ntoumanis et al. (2004) conducted a qualitative examination of adolescent amotivated students in physical education.”
A classroom-based intervention to help teachers decrease students' amotivation (2015, unknown): “These academic beliefs and perceptions are strongly associated with maladaptive classroom functioning and negative student outcomes (e.g., classroom disengagement, superficial learning strategies, poor learning, low performance, and school drop-out; Baker, 2004; Ntoumanis, 2001; Ntoumanis et al., 20”
Self-determination in physical education: designing class environments to promote active lifestyles (2007, background): “Pintrich (2003) goes on to argue that we should not have the mentality of competing theories or interventions whereby we assert in the end that one is better than another.”
Why do high school students lack motivation in the classroom? Toward an understanding of academic amotivation and the role of social support (2006, background): “Correlates of amotivation have included attrition among competitive swimmers (Pelletier, Fortier, Vallerand, & Briere, 2001) and handball players (Sarrazin, Vallerand, Guillet, Pelletier, & Cury, 2002) as well as boredom, nonattendance, and low involvement in physical education ( Ntoumanis, Pensgaar”
A test of self-determination theory in school physical education. (2005, methodology): “To this end, Ntoumanis, Pensgaard, Martin, and Pipe (2004) used an idiographic approach to solicit recommendations of how best to reduce this motivational regulation among children who were classified as being amotivated towards PE. Results revealed that the enhancement of positive affect, environ”