cognitive function and quality of life ( Centers for Disease Control and Prevention, 2020 ; Garber et al., 2011 ; World Health Organization, 2020 ). Supporting self-determination among transitioning SAs may empower them to seek meaningful opportunities to be physically active beyond competitive sports
Search Results
An Intervention to Support Collegiate Student-Athletes in the Transition to Meaningful Lifetime Physical Activity
Melinda B. Smith, Diane L. Gill, and Erin J. Reifsteck
A Case Study to Overcome Barriers and Enhance Motivations Through Experience of a Variety of Exercises: Theory-Based Intervention on an Overweight and Physically Inactive Adult
Heon Jin Kang, Chee Keng John Wang, and Stephen Francis Burns
barriers through theoretically sound constructs. One such convincing construct would be motivation, with self-determination theory (SDT; Deci & Ryan, 1985, 2002 ; Ryan & Deci, 2017 ) potentially able to provide a sound theoretical framework for addressing the links between perceived exercise barriers and
Motivational Pathways to Social and Pedagogical Inclusion in Physical Education
Terese Wilhelmsen, Marit Sørensen, and Ørnulf N. Seippel
& Dillon, 2012 ; Pan, Tsai, Chu, & Hsieh, 2011 ; Valentini & Rudisill, 2004 ). In this study, we employ tenets from achievement goal theory (AGT) and self-determination theory (SDT) to explore what motivational pathways support social inclusion (SI) and pedagogical inclusion (PI) in PE as perceived by
The Importance of the Leaders’ and Coaches’ Motivating Style for Sports Club Members’ Motivation to Participate in Organized Sports: Study of Trickle-Down Effects
Tom De Clerck, Annick Willem, Sofie Morbée, Delfien Van Dyck, and Leen Haerens
, we rely on self-determination theory (SDT; Deci & Ryan, 2000 ), a broad and empirically based metatheory of human motivation that addresses motivational behavior within and across life domains ( Ryan & Deci, 2017 ), including sports ( Standage & Ryan, 2020 ). Sports Club Members’ Motivation for
Chapter 3: Genesis and Change in Physical Educators’ Use of Social Media for Professional Development and Learning
Stephen Harvey and Jeffrey P. Carpenter
genesis (i.e., origin or formation of) and change in physical educators’ social media use and consider the implications of that use for educational practice and future research. Theoretical Framework Educators’ engagement with social media can be related to the components of self-determination theory (SDT
Predictive Strengths of Basic Psychological Needs in Physical Education Among Hispanic Children: A Gender-Based Approach
Tsz Lun (Alan) Chu, Tao Zhang, Katherine T. Thomas, Xiaoxia Zhang, and Xiangli Gu
in different psychosocial and motivational processes in PE across gender, especially among minority children, would inform PE teachers about practical strategies that can enhance boys’ and girls’ motivation more effectively. Basic Psychological Needs Self-determination theory (SDT; Deci & Ryan, 1985
Fostering Motivation in Physical Education to Promote Learning and Achievement
Senlin Chen and Melinda Solmon
widely used to inform motivation interventions in PE: achievement goal theory (AGT) , self-determination theory (SDT) , and interest theory . AGT AGT is a social cognitive theory that dominated motivational research in sport and physical activity in the 1990s and continues to be influential today. AGT
The Antecedents of Coaches’ Interpersonal Behaviors: The Role of the Coaching Context, Coaches’ Psychological Needs, and Coaches’ Motivation
Meredith Rocchi and Luc G. Pelletier
, & Vernacchia, 2004 ). Self-determination theory (SDT; Deci & Ryan, 1985 ) provides a framework for examining coaches’ experiences alongside their behavior with their athletes ( Hagger & Chatzisarantis, 2007 ). Self-Determination Theory According to SDT, the quality of motivation for a given activity is the
Why Do Sport Coaches Adopt a Controlling Coaching Style? The Role of an Evaluative Context and Psychological Need Frustration
Sofie Morbée, Maarten Vansteenkiste, Nathalie Aelterman, and Leen Haerens
). Grounded in self-determination theory (SDT; Ryan & Deci, 2017 ), the present study sought to investigate whether an evaluative context is related to sport coaches’ use of a controlling or pressuring coaching style and whether this association can be explained by the frustration of coaches’ psychological
The Effects of Feedback Valence and Style on Need Satisfaction, Self-Talk, and Perseverance Among Tennis Players: An Experimental Study
Gert-Jan De Muynck, Maarten Vansteenkiste, Jochen Delrue, Nathalie Aelterman, Leen Haerens, and Bart Soenens
’ performance on a particular task ( Kluger & DeNisi, 1996 ). Whether athletes find coach feedback truly helpful and motivating likely depends on the type of feedback provided and on the style used to communicate the feedback. Specifically, according to self-determination theory (SDT; Deci & Ryan, 2000
