Intrinsic and Extrinsic Motivation in Sport and Physical Activity: A Review and a Look at the Future

Vallerand, Robert J.

doi:10.1002/9781118270011.ch3

Cited by 323 publications

(351 citation statements)

References 117 publications

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“…The points inside this factor refer to statements that PE is a waste of time, that students do not know why they attend PE classes and that they do not see the use of PE. Research of Robert Vallerand showed that amotivation is followed by high level of external regulation and low level of other forms of motivation (Vallerand & Fortier, 1998). Beside the fact that in our sample amotivation comes second, it is clear that we have a lot of students who do not like sports and PE and do not see the point of that.…”

Section: Component Number Eigenvaluementioning

confidence: 66%

Students Motivation for Sports and Their Evaluation of School

Suzić¹

2011

sgia

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SUMMARYIn this survey a sample of 312 students of primary school aged 8 -14 years was used to test the hypothesis if the motivational profile predetermines sport activities and a success in Physical Education (PE) classes. After a factorisation and crossing of the components of external and internal motivation, the author extracted three motivational profiles of actors in sports activities: internal motivated, joint motivated and external motivated. It turned out that these profiles significantly determine if the kids will play sports, but yet not significantly on their success in PE. These findings are not in favour of PE and they show the need for teachers to try to reduce external, and support the internal student's motivation. Significant finding of this survey is also the fact that as older they get the positive evaluation and experience of school is dropping down. This is especially important if we have in mind that by factorization is determined that for the students the first by its importance in PE is the enjoyment and self-improvement, and that two negative motivational factors are right after them. Besides significant findings, this survey offers some new dilemmas for further research and study.

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Section: Component Number Eigenvaluementioning

confidence: 66%

Students Motivation for Sports and Their Evaluation of School

Suzić¹

2011

sgia

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“…As stated by Ntoumanis (2002), one distinctive attribute of the works on motivation is that the different motivational types and their contributing factors in isolation are examined. This might be quite questionable since the assumption that a person with high levels of intrinsic motivation should have low levels of extrinsic motivation ignores the multidimensional characteristic of motivation (Vallerand & Fortier, 1998); while all types of motivation can be present within an individual to different degrees Vallerand & Fortier, 1998).…”

Section: Procedures and Data Analysismentioning

confidence: 99%

An investigation into EFL teachers’ motivation to teach from a self-determination perspective

Roohani¹,

Hashemian²,

Dayeri³

2017

IJRSLL

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Teacher motivation has recently received a lot of attention in different educational areas.However, little attempt has been made to explore the role of motivation in English as a Foreign Language (EFL) teachers in Iran from self-determination perspective. Feeling this gap, the present study employed a mixed method approach to identify the motivational profiles among Iranian EFL teachers and explore the relationships between their motivational profiles and their demographic variables. To these ends, the cluster analysis was used to identify the motivational profiles in a sample of 115 Iranian EFL teachers. The participants, who were selected through non-probability sampling, were asked to fill out the Motivation to Teach Questionnaire (MTQ) as well as demographic information questionnaire. A three-cluster solution resulted in three distinctive motivational profiles: Low, Moderate, and High groups. Additionally, results from Chi-square tests revealed that there were significant associations between cluster membership and demographic variables such as years of experience and place of work. Follow-up semi-structured interviews illustrated the underlying sources of the Iranian EFL teachers' types of motivation within each cluster. Findings have implications for EFL teachers and educational policy makers to take into account teachers' motivational types and attributes to foster teacher development, and consequently, promote EFL learning.

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“…There were no dropouts. This possibly occurred due to the fact that the coach motivated the team to participate with his consent (R. Vallerand, 2007). Adherence can be strengthened by the awakening of personal interest in this topic.…”

Section: Jpes ®mentioning

confidence: 99%

Untitled

2016

JPES

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Abstract:Aim of this explorative study is to determine the feasibility of muscle stretching during interferential current therapy (ICT) versus no stretching on hamstring extensibility and evaluate acute effects. It should generate hypothesis for further empirical studies. 12 amateur soccer players were included. Interventions: Hamstring stretching during ICT vs. rested. Main Outcome Measure was Fingertip-to-floor test (FTF) and was measured at baseline, 15, 45 and 90 minutes after intervention. Hamstring extensibility increased significantly in both groups with a median of 8.20 cm after 90 minutes in the IG compared to 5.90 cm in the CG. Hamstring extensibility could increase during ICT. However, the selection of the measurement method FTF should be reconsidered and for further research a sensitive and valid measurement tool should be selected.

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Intrinsic and Extrinsic Motivation in Sport and Physical Activity: A Review and a Look at the Future

Cited by 323 publications

References 117 publications

Students Motivation for Sports and Their Evaluation of School

Students Motivation for Sports and Their Evaluation of School

An investigation into EFL teachers’ motivation to teach from a self-determination perspective

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