Children's motivational experiences following autonomy-supportive games lessons

By J. Mandigo, N. Holt, A. Anderson, Joanna Sheppard. 2008

112 citations recorded by the source corpus.

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

View Paper: https://www.semanticscholar.org/paper/dc000bbd0e6e0e73104847511e9bad61297729a5

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In Physical Therapy, Sports Therapy and Rehabilitation

In Safety Research

In Social Psychology

Citations in the corpus

A review of the game-centred approaches to teaching and coaching literature since 2006 (2014, background): “Jones, Marshall, and Peters (2010) corroborated results reported by Mandigo et al. (2008) in their study of the intrinsic beneﬁts of TGfU with 11–14-year-old pupils in the UK, with girls in particular reporting positive motivational experiences.”
Observed need-supportive and need-thwarting teaching behavior in physical education: Do teachers' motivational orientations matter? (2013, background): “…a more needsupportive teaching style, to the benefit of their students’ motivation (Prusak, Treasure, Darst, & Pangrazi, 2004; Tessier et al., 2010) and other important psychological, educational, and behavioral outcomes (e.g., Mandigo et al., 2008; Mouratidis et al., 2011; Ward et al., 2008).”
Research on self-determination in physical education: key findings and proposals for future research (2014, methodology): “Experimental studies that manipulated autonomy support found that increased autonomy support led to positive outcomes such as more autonomous functioning (Ward et al. 2008), more enjoyment (Mandigo et al. 2008), and a better task orientation (MorenoMurcia, Lacarcel, and Alvarez 2010).”
Pedagogical principles that support the prioritisation of meaningful experiences in physical education: conceptual and practical considerations (2021, background): “…someone who actively seeks opportunities to promote children’s autonomy by encouraging them to make decisions and choices about their own participation (Mandigo et al. 2008) in ways that are personally relevant (Beni, Fletcher, and Ní Chróinín 2017; Ní Chróinín, Fletcher, and Griffin 2018a).”