Research on self-determination in physical education: key findings and proposals for future research

By L. Van den Berghe, Maarten Vansteenkiste, Greet Cardon, D. Kirk, L. Haerens. 2014

303 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Safety Research, Social Psychology

View Paper: https://www.semanticscholar.org/paper/6b208ba6607d0d9429eada70c661cafed2e05bf1

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In Developmental and Educational Psychology

In Safety Research

In Social Psychology

Citations in the corpus

The impact of nonlinear pedagogy on physical education teacher education students’ intrinsic motivation (2016, background): “…that have included a motor skill outcome have used measures that reflected a students’ performance level such as the number of successful shots in a basketball drill (Simons, Dewitte, and Lens 2003), rather than students’ learning such as improvement on a motor task (Van den Berghe et al. 2014).”
Attitudes toward and motivation for PE. Who collects the benefits of the subject? (2015, background): “…in context PE is experienced in context, meaning that adolescents’ attitudes toward PE and selfdetermined motivation for PE may be affected by a variety of more or less confounding variables such as gender, age, family and involvement in extra-curricular activities (Van den Berghe et al. 2012).”
Principles of nonlinear pedagogy in sport practice (2018, unknown): “…of practice in sport contexts requires continuous elaboration, clarification and empirical evaluation as argued by several authors (e.g., Moy, Renshaw and Davids 2016; Moy, Renshaw, Davids and Brymer 2015; Chow et al. 2014; Van den Berghe, Vansteenkiste, Cardon, Kirk, and Haerens 2014).”
Different combinations of perceived autonomy support and control: identifying the most optimal motivating style (2018, background): “…outcomes, such as need satisfaction, autonomous motivation, and well-being, while perceived control relates to maladjustment, as indexed by need frustration, controlled motivation, and even amotivation, and ill-being (see Vansteenkiste and Ryan 2013; Van den Berghe et al. 2014 for an overview).”
Motivational processes in Sport Education programs among high school students (2018, unknown): “Further, increased motivation in PE can lead to other educational benefits including the development of social skills, confidence, and behavioral persistence (Ntoumanis and Standage, 2009; Van den Berghe et al., 2014).”
Observed need-supportive and need-thwarting teaching behavior in physical education: Do teachers' motivational orientations matter? (2013, background): “As suggested by Van den Berghe et al. (2012), describing and including such characteristics is important as they reflect important features of the pedagogical context.”
The Value of Fostering Physical Literacy (2018, background): “Wang and Wang (2016) researched the relationship between creativity and self-esteem and identified that independent self-construal is related to creativity, whereas Murray et al.”
Need-Supportive Professional Development in Elementary School Physical Education: Effects of a Cluster-Randomized Control Trial on Teachers’ Motivating Style and Student Physical Activity (2018, background): “2 A need-supportive motivating style has been found to be related to several positive 3 outcomes in PE classes (see Ntoumanis, 2012, Van den Berghe et al., 2014, for reviews), 4 including higher engagement (e.g., Van den Berghe, Cardon, Tallir, Kirk, & Haerens, 2015), 5 health-related well-being…”
Impact of a sustained Cooperative Learning intervention on student motivation (2017, background): “…and identified regulation) have been linked to higher concentration (Hagger et al. 2003), well-being, and more effort-expenditure (Van den Berghe et al. 2014), increased activity levels and engagement in class (Aelterman et al. 2012), and the adoption of active lifestyles outside the…”