Enhancing Motivation in Physical Education

By Brandon L. Alderman, A. Beighle, R. Pangrazi. 2006

211 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/fef3b0959274ac6455bbc903c163df233b94047b

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Experimental and Cognitive Psychology

1. A. Elliot
2. F. Cury
3. C. K. John Wang
4. Herbert W. Marsh
5. A. Papaioannou
6. Stuart J. H. Biddle
7. Nicolas Mascret
8. P. Sarrazin

In Physical Therapy, Sports Therapy and Rehabilitation

1. David J. Hancock
2. E. Durden-Myers
3. Stuart J. H. Biddle
4. N. Pot
5. D. Hackfort
6. Ronnie Lidor
7. A. Elliot
8. J. Côté

In Social Psychology

1. David J. Hancock
2. A. Elliot
3. C. K. John Wang
4. Stuart J. H. Biddle
5. F. Cury
6. Herbert W. Marsh
7. P. Sarrazin
8. A. Papaioannou

Citations in the corpus

• A Multilevel Approach to Motivational Climate in Physical Education and Sport Settings: An Individual or a Group Level Construct? (2004, background): “Similarly, Biddle (2001) reported that task orientation was related to intrinsic motivation (effort and enjoyment), positive affect and attitudes, and physical activity behaviors.”
• ISSP position stand: To sample or to specialize? Seven postulates about youth sport activities that lead to continued participation and elite performance (2009, background): “Biddle, S. J. H. (2001). Enhancing motivation in physical education. In G. C. Roberts (Ed.), Advances in motivation in sport and exercise (pp. 101-128). Champaign, IL: Human Kinetics. Bloom, B. S. (Ed.). (1985). Developing talent in young people. New York: Ballantine. Busseri, M. A., Rose-Krasnor, L”
• Evidence-based policies for youth sport programmes (2016, background): “Motivation theories such as self-determination theory (Deci and Ryan 1985, Ryan and Deci 2000) and achievement goal theory (Biddle 2001, Treasure 2001) suggest that early intrinsically motivating activities such as deliberate play will have a positive effect over time on an individual’s overall…”
• The Value of Fostering Physical Literacy (2018, background): “Throughout the lesson, the evaluation of tasks should be made in relation to the mastery of the task and individual development (Biddle, 2001).”
• Self-determination in physical education: designing class environments to promote active lifestyles (2007, background): “Hagger, Chatzisarantis, Culverhouse and Biddle (2003) provide one of the few studies related to perceived autonomy support in physical education.”
• Extending the 3 × 2 achievement goal model to the sport domain: The 3 × 2 Achievement Goal Questionnaire for Sport (2015, background): “Practically, mastery-based goals are often the focus of interventions designed to facilitate optimal motivation in sport contexts (Biddle, 2001; Treasure, 2001).”
• The 2×2 achievement goal framework in a physical education context. (2007, methodology): “…approach to multiple goals; this type of approach is quite uncommon in achievement goal research, despite its documented promise (see Bembenutty, 1999; Hodge & Petlichkoff, 2000; Meece & Holt, 1993; Wang & Biddle, 2001), and has yet to be applied to the 2 2 achievement goal framework.”
• The Relationships of Perceived Motivational Climate to Cohesion and Collective Efficacy in Elite Female Teams (2006, background): “However, given that factors underpinning task- and ego-involving climates are not yet clearly identified (Biddle, 2001), only the two higher-order factors were used.”