A systematic review on self‐determination theory in physical education

Saugy, Jonas; Drouet, Océane; Millet, Grégoire P.; Lentillon‐Kaestner, Vanessa

doi:10.1002/tsm2.121

Cited by 14 publications

(12 citation statements)

References 79 publications

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“…Some limitations of this study must be addressed. First, in this study, MVPA was considered to be an indicator of PA engagement in PE, an approach that is in line with previous research (Fairclough and Stratton, 2005;Saugy et al, 2020). However, MVPA is related to other educational outcomes, such as motor learning and cognitive, affective, and social outcomes (Casey and Goodyear, 2015;Coe et al, 2006;Kirk, 2010), and these outcomes must be considered in future research.…”

Section: Limitations and Future Researchmentioning

confidence: 57%

The effects of the Jigsaw method on students’ physical activity in physical education: The role of student sex and habituation

Drouet

Margas

Cece

et al. 2023

European Physical Education Review

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Jigsaw is an attractive cooperative method for implementing physical education (PE). However, Jigsaw is a demanding method for students and teachers and requires time. Thus, the time required for the implementation of Jigsaw is important with respect to its potential effects on students. Previous findings regarding the effects of Jigsaw on students’ learning in the educational field have been inconsistent, and the consequences of the method on students’ engagement remain understudied. In PE, differences between boys and girls are well known, notably with respect to their engagement in physical activity (PA). The purpose of this study was to investigate the effect of Jigsaw on moderate to vigorous PA (MVPA) in PE classes in light of student sex and habituation (through one sequence and during several sequences). Overall, 254 secondary school students participated in the study. MVPA was measured during the third and sixth lessons of three different PE sequences during a school year. Linear mixed model analyses were performed while controlling for the type of activity taught in PE and the class. The results showed that the Jigsaw condition was associated with smaller sex differences than the control condition. Moreover, differences between the two conditions decreased with habituation through one sequence in favor of Jigsaw but not through three sequences. The results suggest that Jigsaw could be used to reduce inequalities between girls and boys in PE and that long sequences based on a specific activity seem to be preferable to successive sequences involving various activities.

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Section: Limitations and Future Researchmentioning

confidence: 57%

The effects of the Jigsaw method on students’ physical activity in physical education: The role of student sex and habituation

Drouet

Margas

Cece

et al. 2023

European Physical Education Review

Self Cite

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“…Exercise has been a major focus of SDT‐based interventions. Saugy et al 28 reviewed research in physical education with a self‐determination framework, and Szabo and Juwono 29 reviewed the efficacy of SDT‐based interventions in increasing students' physical activity, and both reviews suggest that SDT‐based interventions have the potential to increase physical activity. A review of pre‐school self‐regulation interventions from an SDT perspective found that targeting competence and nurturing children's autonomy led to more effective interventions, whereas relatedness appeared to have less impact 30 …”

Section: Resultsmentioning

confidence: 99%

“…We found 11 recent reviews of the use of SDT in health contexts, 21 , 22 , 23 , 24 , 25 , 26 , 27 , 28 , 29 , 30 , 31 , 32 which we summarize briefly below, starting with more general reviews of health behaviour change, and moving to reviews that have a more specific context, including those that have focused on particular medical conditions.…”

Section: Resultsmentioning

confidence: 99%

Using self‐determination theory in research and evaluation in primary care

Huang

Wang

Donaghy

et al. 2022

Health Expectations

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Background Multimorbidity (the co‐existence of two or more long‐term conditions within an individual) is a complex management challenge, with a very limited evidence base. Theories can help in the design and operationalization of complex interventions. Objective This article proposes self‐determination theory (SDT) as a candidate theory for the development and evaluation of interventions in multimorbidity. Methods We provide an overview of SDT, its use in research to date, and its potential utility in complex interventions for patients with multimorbidity based on the new MRC framework. Results SDT‐based interventions have mainly focused on health behaviour change in the primary prevention of disease, with limited use in primary care and chronic conditions management. However, SDT may be a useful candidate theory in informing complex intervention development and evaluation, both in randomized controlled trials and in evaluations of ‘natural experiments’. We illustrate how it could be used multimorbidity interventions in primary care by drawing on the example of CARE Plus (a primary care‐based complex intervention for patients with multimorbidity in deprived areas of Scotland). Conclusions SDT may have utility in both the design and evaluation of complex interventions for multimorbidity. Further research is required to establish its usefulness, and limitations, compared with other candidate theories. Patient or Public Contribution Our funded research programme, of which this paper is an early output, has a newly embedded patient and public involvement group of four members with lived experience of long‐term conditions and/or of being informal carers. They read and commented on the draft manuscript and made useful suggestions on the text. They will be fully involved at all stages in the rest of the programme of research.

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“…Self-Determination Theory (33) and Achievement Goal Theory (34) are two prominent psychological theories of motivation that have been applied extensively to physical activity interventions in school (35) and organized sport contexts (36). The former posits that satisfying individuals' basic psychological needs for autonomy, competence, and relatedness will support autonomous motivation, behavioral engagement, and psychological well-being (37).…”

Section: Delivered In An Engaging Mannermentioning

confidence: 99%