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Motivation in physical education classesA self-determination theory perspective
Nikos Ntoumanis
University of Birmingham, UK, N.Ntoumanis{at}bham.ac.uk
Martyn Standage
University of Bath, UK
This article presents a brief overview of empirical studies in school physical education (PE) that have employed self-determination theory (SDT) and, where relevant, proposes ideas for future research in this area. First, we review research on teachers' interpersonal style and its relation to students' motivation. Second, we discuss intervention studies aimed at optimizing teachers' interactions with students. Third, we present an overview of findings suggesting that basic psychological needs and motivational regulations predict various cognitive, affective, and behavioral outcomes in PE. Finally, we provide practical recommendations for PE teachers drawing from initial intervention studies in PE.
Key Words: physical activity • physical education • teacher motivational strategies
References
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Theory and Research in Education, Vol. 7, No. 2,
194-202 (2009)
DOI: 10.1177/1477878509104324
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