Teacher-student negotiations and its relation to physical education students’ motivational processes: An approach based on self-determination theory

Dupont, Jean-Philippe; Carlier, Ghislain; Gérard, Philippe; Delens, Cécile

doi:10.1177/1356336x09105210

Cited by 12 publications

(7 citation statements)

References 50 publications

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“…Intention to engage in physical activity or sport in leisure time. Dupont et al (2009) administered the single item 'PE makes me want to practise (continue to practise) a physical activity outside of school' to gauge student intention to engage in physical activity outside of school. We used the same item as a stem to measure five specific purposes associated with student intention to engage in physical activity.…”

Section: Methodsmentioning

confidence: 99%

Student intention to engage in leisure-time physical activity: The interplay of task-involving climate, competence need satisfaction and psychobiosocial states in physical education

Battista

Robazza

Ruiz

et al. 2018

European Physical Education Review

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Grounded in achievement goal theory and basic psychological needs theory, the aim of this study was to examine the impact of the interaction of perceived motivational climate in physical education with psychological needs satisfaction (relatedness, competence and autonomy) and psychobiosocial states on student intention to engage in leisure-time physical activity. Participants ( N = 470 Italian students, 287 boys and 183 girls, aged 16–19 years) completed the Teacher-Initiated Motivational Climate in Physical Education Questionnaire, the Psychological Needs Satisfaction Scale in Physical Education, the Psychobiosocial States Questionnaire, and a measure of intention to engage in leisure-time physical activity. Structural equation modelling analysis indicated that a perceived task-involving climate was related to intention to engage in physical activity through the serial mediation of competence need satisfaction and pleasant/functional psychobiosocial states. The findings highlight the importance of task-involving climate and competence need satisfaction in determining pleasant emotional states and, consequently, in promoting leisure-time physical activity. Teachers should apply curricular and pedagogical strategies that aim to create a task-involving motivational climate, make movement experiences personally meaningful and pleasant and therefore stimulate students to adopt an active lifestyle.

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Section: Methodsmentioning

confidence: 99%

Student intention to engage in leisure-time physical activity: The interplay of task-involving climate, competence need satisfaction and psychobiosocial states in physical education

Battista

Robazza

Ruiz

et al. 2018

European Physical Education Review

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“…Ntoumanis and Standage (2009) reviewed several studies that provided strong evidence in a physical education context, suggesting that the promotion and enhancement of students' intrinsic motivation results in considerably greater psychological and behavioral benefits than the promotion of extrinsic motivation. For example, autonomous motivation in physical education has been associated with self-reported levels of concentration and task challenge (Standage, Duda, & Ntoumanis, 2005), and perceptions of learning (Dupont, Carlier, Gerald, & Delens, 2009). Along similar lines, Goudas, Biddle, and Fox (1994) showed that the stronger the intrinsic motivation of students for activities in a particular lesson, the stronger was their intention to continue with that lesson.…”

Section: Underwoomentioning

confidence: 99%

Effects of Asynchronous Music on Students’ Lesson Satisfaction and Motivation at the Situational Level

Digelidis

Karageorghis

Papapavlou

et al. 2014

Journal of Teaching in Physical Education

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The aim of this study was to examine the effects of asynchronous (background) music on senior students' motivation and lesson satisfaction at the situational level. A counterbalanced mixed-model design was employed with two factors comprising condition (three levels) and gender (two levels). Two hundred students (82 boys, 118 girls; M age = 16.3 years) volunteered to participate in the study. A lesson was developed and delivered under three experimental conditions: a) teacher-selected music condition; b) student-selected music condition; and c) a no-music control condition. Mixed-model 3 (Condition) × 2 (Gender) ANOVAs were applied to examine the effects of experimental manipulations. No Condition × Gender interaction was observed, although there was a main effect for Condition. When the lesson was delivered under the two music conditions, students scored significantly higher in lesson satisfaction, intrinsic motivation, identified regulation and reported lower scores for external regulation and amotivation. The present results support the notion that the use of background music has potentially positive effects on students' lesson satisfaction and intrinsic motivation, although neither gender nor who selected the music (teacher vs. students) had any moderating influence on the results.

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“…Within the SDT, motivation is determined by social factors whose effect is mediated by three psychological mediators: perceptions of competence, autonomy, and relatedness (Ryan and Deci, 2000). In the area of PE, studies have shown a positive relationship between self-determined motivation towards PE and physical activity outside of school (Barr-Anderson et al, 2007; Ding et al, 2006; Dupont et al, 2009; Fairclough et al, 2012c; Jaakkola et al, 2012).…”

Section: Introductionmentioning

confidence: 99%

Origins of perceived physical education ability and worth among English adolescents

Hilland

Ridgers

Stratton

et al. 2016

European Physical Education Review

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26Predisposing factors of perceived Physical Education (PE) ability and perceived PE 27 worth within the Youth Physical Activity Promotion Model are positively associated 28 with young people's daily physical activity. The aim of this study was to qualitatively 29 investigate the origins of students' perceived PE ability (perceived competence and 30 self-esteem) and perceived PE worth (attitude and enjoyment). Fifty-three PE 31 students, aged 12-14 years (mean=13.18), participated in semi-structured focus 32 group interviews, which were recorded, transcribed and analysed inductively and 33 deductively and represented as pen profiles. Analysis revealed three higher order 34 themes relating to perceived PE ability (external feedback, perceptions of 35 (in)competence and comparison against peers), and three higher order themes 36 underpinning perceived PE worth (PE teachers, expectancy-value relationship and 37 the physical experience of PE). PE should be perceived as interesting, relevant, and 38 meaningful by students and provide appropriate opportunities for success so as to 39 influence lifetime physical activity habits. Regular physical activity is an important contributor to a healthy lifestyle and can 52 provide immediate and long term health benefits (Powell et al., 2011; Reiner et al., 53 2013). Youth physical activity is inversely associated with clustering of 54 cardiovascular disease risk factors, diastolic blood pressure and waist circumference 55 (Ekelund et al., 2012;Lee et al., 2012). Biddle and Asare (2011) concluded that 56 physical activity can improve young people's psychological well-being and mental 57 health. Research therefore generally proposes that physical activity has numerous 58 physiological and psychological benefits and that it should be promoted in youth; 59 however, it is a consistent finding that youth do not engage in sufficient physical 60 activity to benefit their health (Bauman et al., 2012; Hallal et al., 2012). 61 62 School Physical Education (PE) is an important setting in which to promote youth 63 physical activity (Fairclough et al., 2012a; Hyndman et al., 2014; Lonsdale et al., 64 2013). PE offers a logical and plausible context for engaging youth in regular, 65 structured physical activity, whilst also developing knowledge, skills and attitudes to 66 enable participation in lifetime habitual physical activity (Heath et al., 2012; Trudeau 67 and Shephard, 2005). Therefore, for PE to be impactful, it should strive to influence 68 factors in adolescents' lives that are related to physical activity, for example 69 perceived competence and enjoyment (Hilland et al., 2011). 70 71 Welk's (1999) Youth Physical Activity Promotion Model (YPAPM) provides a useful 72 mediating variable framework to study physical activity correlates in a systematic 73 way (Baranowski et al., 2003). The model is based on Green and Kreuter's (1991) 74Precede-Proceed health promotion planning model, which was developed to provide 75 4 guidelines for establishing health education p...

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Teacher-student negotiations and its relation to physical education students’ motivational processes: An approach based on self-determination theory

Cited by 12 publications

References 50 publications

Student intention to engage in leisure-time physical activity: The interplay of task-involving climate, competence need satisfaction and psychobiosocial states in physical education

Student intention to engage in leisure-time physical activity: The interplay of task-involving climate, competence need satisfaction and psychobiosocial states in physical education

Effects of Asynchronous Music on Students’ Lesson Satisfaction and Motivation at the Situational Level

Origins of perceived physical education ability and worth among English adolescents

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