A Prospective Study of Participation in Optional School Physical Education Using a Self-Determination Theory Framework.

By Nikos Ntoumanis. 2005

759 citations recorded by the source corpus.

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

View Paper: https://www.semanticscholar.org/paper/63e08f7df3f9fc996af6876fb84b42e80b117b63

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In Physical Therapy, Sports Therapy and Rehabilitation

In Safety Research

In Social Psychology

Citations in the corpus

Modeling Customer Loyalty from an Integrative Perspective of Self-Determination Theory and Expectation–Confirmation Theory (2009, background): “SDT is also a framework of motivation that considers humans to be actively searching for optimal challenges and new experiences to master and integrate (Deci and Ryan 1991), predicting positive motivational outcomes including customer loyalty ( Ntoumanis 2005 ).”
Children's motivational experiences following autonomy-supportive games lessons (2008, result): “This is supported by previous research that has suggested that girls’ level of intrinsic motivation in particular is enhanced when exposed to autonomy-supportive environments (Ntoumanis, 2005; Prusak et al., 2004).”
Observed need-supportive and need-thwarting teaching behavior in physical education: Do teachers' motivational orientations matter? (2013, background): “When teachers manage to support students’ basic psychological needs, they positively impact students’ quality of motivation, well-being, and behavioral persistence (Ntoumanis, 2005; Standage, Duda, & Ntoumanis, 2003, 2005).”
Giving and receiving autonomy support in a high-stakes sport context: A field-based experiment during the 2012 London Paralympic Games☆ (2015, methodology): “Each of these measures has been successfully used in previously published research to assess need satisfaction within the physical education and sports context (Cheon et al., 2012; Ntoumanis, 2005; Taylor & Lonsdale, 2010).”
Dynamics of need-supportive and need-thwarting teaching behavior: the bidirectional relationship with student engagement and disengagement in the beginning of a lesson (2016, methodology): “…examining relationships between teaching behaviors and student engagement from a motivational perspective (e.g. Skinner and Belmont 1993; Ntoumanis 2005; Jang, Reeve, and Deci 2010) often find their roots in SDT (Deci and Ryan 1985, 2000) because it encompasses a practical theory that…”
Measuring student motivation for physical education: examining the psychometric properties of the Perceived Locus of Causality Questionnaire and the Situational Motivation Scale (2011, methodology): “…and the Situational Motivation Scale (SIMS; Guay, Vallerand, & Blanchard, 2000), both of which are grounded in SDT and are commonly employed in research in the PE context (Lonsdale et al., 2009; Ntoumanis, 2001, 2005; Prusak, Treasure, Darst, & Pangrazi, 2004; Taylor & Ntoumanis, 2007).”
Social physique anxiety and physical activity: a self-determination theory perspective. (2009, background): “This result compares favorably with previous findings of strong links between perceptions of competence and physical activity motivation (Ferrer-Caja & Weiss, 2000; Ntoumanis, 2005; Standage, Duda, & Ntoumanis, 2006).”
Motivation in physical education classes (2009, methodology): “…(Ntoumanis, 2005), effort (Ntoumanis, 2001), a preference for attempting challenging tasks (Standage et al., 2005), behavioral persistence (Ntoumanis, 2005), objective achievement/performance (Boiché et al., 2008), and students’ intentions to be physically active during leisure-time…”
Research on self-determination in physical education: key findings and proposals for future research (2014, background): “…learning in physical education, not only in relation to activity Physical Education and Sport Pedagogy 113 levels or dispositions to lead an active lifestyle (Hagger et al. 2005; Mouratidis et al. 2008; Ntoumanis 2005), but also in relation to many other learning goals in physical education.”
Motivational Climate and Students’ Emotional Experiences and Effort in Physical Education (2010, methodology): “An important tenet of the self-determination theory is that student’s perceptions of competence, relatedness, and autonomy influence their cognitive, affective, and behavioral responses during physical activity participation (Ntoumanis, 2001, 2005).”
Sport Education and social goals in physical education: relationships with enjoyment, relatedness, and leisure-time physical activity (2013, methodology): “There is persuasive evidence that relatedness is a key ingredient in physical education motivation (Cox, Duncheon, and McDavid 2009; Standage, Duda, and Ntoumanis 2005).”
Attitudes toward and motivation for PE. Who collects the benefits of the subject? (2015, background): “However, although research shows that many students do get their basic personal needs satisfied and thus are autonomously motivated to participate in PE classes, there are many that participate in mandatory PE most of all because they have to, and that lack of need support enhances the controlled mo”
Autonomy and Nondefensiveness (2006, background): “Also, self-determined motivation predicts behavior in sports, including exercise adherence, workout length, degree of challenge in workouts (Ryan, Frederick, Lepes, Rubio, & Sheldon, 1997) and participation in optional activities (Ntoumanis, 2005), effects that can be understood in terms of the need”
Urban High-School Girls’ Sense of Relatedness and Their Engagement in Physical Education (2012, methodology): “, engagement, disaffection, etc) in physical education? Previous studies in physical education have often considered relatedness as an antecedent of motivation (e.g., Standage, Duda, & Ntoumanis, 2005; Ntoumanis, 2005) but have rarely addressed its direct association with the behaviors.”
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): “…research has shown that secondary PE students' perceptions of teachers' autonomy-support, as well as their own need satisfaction and autonomous motivation relate positively to well-being (Standage, Duda, & Ntoumanis, 2005) and negatively to ill-being (Ntoumanis, 2005; Standage et al., 2005).”
The Effect of an Intervention to Improve Newly Qualified Teachers' Interpersonal Style, Students Motivation and Psychological Need Satisfaction in Sport-Based Physical Education. (2010, background): “These results are not aligned with previous work, which has shown a positive link between autonomy supportive teacher‟s behaviors and student‟s self-determined motivation in physical education (e.g., Ntoumanis, 2001, 2005; Standage, Duda, & Ntoumanis, 2005; Taylor & Ntoumanis, 2007).”