Self-determination theory in physical education: A systematic review of qualitative studies

White, Rhiannon Lee; Bennie, Andrew; Vasconcellos, Diego Itiberê Cunha; Cinelli, Renata; Hilland, Toni A.; Owen, Katherine; Lonsdale, Chris

doi:10.1016/j.tate.2020.103247

Cited by 106 publications

(107 citation statements)

References 67 publications

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“…Central to SDT is the assumption that interpersonal styles from socializing agents (e.g., teachers) can enhance individuals' (e.g., students) motivation, behavior, and wellbeing, depending on the fulfillment of three basic psychological needs (BPN) (Ryan & Deci, 2017). In the context of school PE, one of the most important socialcontextual factors that influence students' motivational experiences is the teachers' motivating styles (Curran & Standage, 2017;Vasconcellos et al, 2020;White et al, 2021). Consistent with SDT, PE teachers can adopt simultaneously two differentiated types of (de)motivating styles in terms of need-supportive behaviors and controlling behaviors in PE lessons (Ryan & Deci, 2017;Vansteenkiste et al, 2020).…”

Section: Self-determination Theory and Teachers' (De)motivating Stylesmentioning

confidence: 99%

“…One of the main goals of Physical Education (PE) is to develop physically literate students who have the knowledge, skills, and confidence to participate in healthy physical activity throughout life (SHAPE America-Society of Health and Physical Educators, 2014). Students' positive experiences in PE have been identified as a key factor of the physical activity performed in and out of school (White et al, 2021).…”

Section: Introductionmentioning

confidence: 99%

“…On the other hand, gender differences have been found in motivational variables in PE (Chu et al, 2019;Koka & Sildala, 2018;Shen, 2015). As girls are not engaged at the same level as boys in PE lessons (Mitchell et al, 2015;White et al, 2021), further studies should consider a gender perspective in the relationship between teachers' motivating style and students' motivational outcomes in PE. Due to the lack of previous research, there is a need to consider gender when analyzing the associations of teachers' internally and externally controlling behaviors on students' motivational outcomes in PE lessons.…”

Section: Introductionmentioning

confidence: 99%

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Influence of Internal and External Controlling Teaching Behaviors on Students’ Motivational Outcomes in Physical Education: Is There a Gender Difference?

Abós

Burgueño

García-González

et al. 2022

Journal of Teaching in Physical Education

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Purpose: Grounded in self-determination theory, this study examined gender latent mean differences in students’ perceptions of externally and internally controlling teaching behaviors, basic psychological need frustration, controlled motivation, amotivation, and oppositional defiance in the physical education context. Moreover, it analyzed the differentiated role that internal and external controlling behaviors play on these self-determination theory-related variables among girls and boys. Method: A sample of 1,118 students (Mage = 14.11 ± 1.50; 50.9% girls) participated in this research. A multigroup structural equation modeling approach was used to respond to the research questions. Results: Analyses revealed that girls reported more maladaptive outcomes in most self-determination theory-related variables than boys. Although externally and internally controlling behaviors of physical education teachers were positively related to maladaptive outcomes, the behaviors correlate differently between boys and girls. Conclusion: Findings highlight the importance of reducing externally controlling behaviors in boys and internally controlling behaviors in both genders, but particularly in girls.

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Section: Self-determination Theory and Teachers' (De)motivating Stylesmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

See 1 more Smart Citation

Influence of Internal and External Controlling Teaching Behaviors on Students’ Motivational Outcomes in Physical Education: Is There a Gender Difference?

Abós

Burgueño

García-González

et al. 2022

Journal of Teaching in Physical Education

View full text Add to dashboard Cite

show abstract

“…However, practical classes within academic PE settings are typically held in open spaces such as gymnasiums, tracks, and playgrounds, which will encourage students to view these classes as places to release their excess energy ( 48 ). As a result, concept measurements such as, satisfaction, autonomy, motivation, engagement and grit in learning of PE students is different from other students ( 49 – 52 ).…”

Section: Introductionmentioning

confidence: 99%

Development and Preliminary Validation of the Physical Education-Study Process Questionnaire : Insights for Physical Education University Students

Tannoubi

Guelmami

Bonsaksen

et al. 2022

Front. Public Health

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BackgroundThe Revised Two Factor Study Process Questionnaire (R-SPQ-2F) is used to examine students' study approaches in higher education. The questionnaire is designed to measure two factors: deep and surface approaches. In order to measure these approaches for students in physical education and sport, a new measurement instrument should take into consideration the practical context of this field of education that makes it specific to other fields.ObjectiveThe present study aims (a) to develop and empirical test of a new instrument for measuring the study process in physical education and sports students, and (b) to test psychometric properties of the tool.MethodsTwo exploratory and confirmatory samples of physical education students enrolled in a bachelor's degree program in physical education at the High Institute of Physical Education and Sports of Kef-Tunisia, aged 19–26 years, were recruited online among female students (n = 414) and male students (n = 393). The participants filled in Google Form survey including Physical Education-Study Process Questionnaire (PE-SPQ) and the Arabic version of the Revised Study Process Questionnaire-2 Factors (R-SPQ-2F).ResultsExploratory factor analysis showed a suitable four factors solution, which is approved by confirmatory factor analysis indices [χ2 = 466.47, TLI = 0.94, CFI = 0.95; RMSEA = 0.56 IC 90% (0.050–0.062)]. Internal consistency of the PE-SPQ simultaneously checked by McDonald's ω, Cronbach's α and Gutmann's λ6 showed good reliability of the PE-SPQ. Convergent validity examined by Average variance extracted (AVE) was good. The comparison between the AVE root mean square and Pearson correlation coefficients of each factor with his indicators reveals the discriminant validity of the PE-SPQ. Furthermore, Pearson's correlation between the PE-SPQ factors and the R-SPQ-2F establishes the concurrent validity of the new scale.ConclusionThe PE-SPQ scale is valid and reliable and can be used to assess study process factors in physical education students.

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“…As described in self-determination theory, play generates intrinsic motivation, which is related to students’ success and well-being. At the same time, it generates the desire to continue learning, thanks to the situations and novel experiences that it provides and that children live becoming stimulating challenges that they have to overcome [ 13 , 14 , 15 ]. At the same time, it allows all the physical and cognitive aspects to be worked effectively and jointly and achieves a greater commitment and involvement of the students in the development of the educational tasks [ 8 , 16 , 17 ].…”

Section: Introductionmentioning

confidence: 99%

Evaluation of a Proposal for Movement Integration in the Teaching–Learning Process in Early Childhood Education

et al. 2022

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Physical activity is essential to child development, but studies show that children are increasingly inactive. Due to schools being considered privileged environments to promote physical activity, the aim of this study was to increase the physical activity performed by early childhood education children during the school day by integrating movement into academic content and analyze this process. The amount and intensity of physical activity performed by a group of 24 3–4-year-old children in three different weeks were measured by accelerometry: one week with the methodology they had been following (week 1); and two weeks in which movement was integrated into the content through a specific proposal (week 2) and the same improved proposal (week 3). The results reveal that the application of a movement integration program not only allowed students to work on academic content in a physically active way, but also significantly increased the amount of physical activity that children performed during the school day. However, it was necessary to carry out several interventions the same day, or make movement integration the reference methodology, to meet the minimum recommended physical activity levels. In addition, to increase their effectiveness, interventions should be continually reviewed and improved to increase the motor engagement time.

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Self-determination theory in physical education: A systematic review of qualitative studies

Cited by 106 publications

References 67 publications

Influence of Internal and External Controlling Teaching Behaviors on Students’ Motivational Outcomes in Physical Education: Is There a Gender Difference?

Influence of Internal and External Controlling Teaching Behaviors on Students’ Motivational Outcomes in Physical Education: Is There a Gender Difference?

Development and Preliminary Validation of the Physical Education-Study Process Questionnaire : Insights for Physical Education University Students

Evaluation of a Proposal for Movement Integration in the Teaching–Learning Process in Early Childhood Education

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