(small) Motivation, a units 2, 132 7.05 .001 .10 (medium) 6, 132 1.00 .428 .04 (small) Expected performance, a units 2, 132 5.70 .004 .08 (medium) 6, 132 0.43 .856 .02 (small) Sleepiness, a units 2, 132 4.73 .010 .07 (medium) 6, 132 1.20 .310 .05 (small) Whole-body fatigue, a units 2, 132 0
Search Results
The Impact of Sleep Inertia on Physical, Cognitive, and Subjective Performance Following a 1- or 2-Hour Afternoon Nap in Semiprofessional Athletes
Georgia Romyn, Gregory D. Roach, Michele Lastella, Dean J. Miller, Nathan G. Versey, and Charli Sargent
Work Motivation and Job Satisfaction of Sport Management Faculty Members
Sarah Stokowski, Bo Li, Benjamin D. Goss, Shelby Hutchens, and Megan Turk
satisfied and motivated ( Wininger & Birkholz, 2013 ). Thus, understanding factors involved with sport management faculty job satisfaction and motivation levels can dually assist with retention efforts of both students and faculty, thereby potentially increasing the stability and quality of sport management
A Person-Centered Approach in Physical Education to Better Understand Low-Motivation Students
Evelia Franco, Javier Coterón, Elisa Huéscar, and Juan A. Moreno-Murcia
). There is extensive evidence to support that motivational variables explain this intention and other engagement-related behaviors, such as participation in PA (e.g., Wang, Morin, Liu, & Chian, 2016 ). Theoretical Framework: An Integrative Approach The underlying motivational processes behind PA
Longitudinal Sport Motivation Among Young Athletes in Intensive Training Settings: The Role of Basic Psychological Needs Satisfaction and Thwarting in the Profiles of Motivation
Valérian Cece, Noémie Lienhart, Virginie Nicaise, Emma Guillet-Descas, and Guillaume Martinent
sport motivation ( Martinent & Decret, 2015 ). Hence, maintaining a high level of autonomous motivation is acknowledged by several scholars as an essential quality that competitive athletes need to develop in their career (e.g., Gillet, Berjot, Vallerand, Amoura, & Rosnet, 2012 ; Martinent & Decret
Youth Sport Motivation and Participation: Paradigms, Perspectives, and Practicalities
Maureen R. Weiss
I was honored to give a keynote on youth sport motivation research at the 40-year anniversary of the Institute for the Study of Youth Sports—I was there 40 years ago when the Institute was launched to conduct research and disseminate resources for coaches and parents on critical issues in youth
Fostering Motivation in Physical Education to Promote Learning and Achievement
Senlin Chen and Melinda Solmon
Optimal student motivation is foundational to effective teaching and learning in physical education (PE; Chen, 2017 ). Students with adaptive motivation typically exert high energy and effort, in and out of class, to meet the teacher’s expectations and attain excellence ( Sun, 2017
Research
Robert J. Vallerand and Gaëtan F. Losier
The motives underlying involvement in sport appear to influence how a person will play the game. However, how athletes play the game may also have an impact on their motives for participating in sports. The purpose of this study was to examine the relationship between self-determined motivation and sportsmanship orientations by using a longitudinal design, as well as recent theoretical approaches to sportsmanship (Vallerand, 1991, 1994) and motivation (Deci & Ryan, 1985, 1991). Male adolescent elite hockey players (N = 77, mean age = 15.8) completed a questionnaire assessing both constructs 2 weeks into the hockey season (T1) and at the end of the regular season (T2), 5 months later. The results from cross-lag correlations suggested that, over time, self-determined motivation and sportsmanship orientations have a positive bidirectional relation, in which self-determined motivation has greater influence on sportsmanship. These results give further impetus to the need to consider motivation in future studies on sportsmanship.
¿Qué mueve a profesores y profesoras de Educación Física en formación a impartir clase con distintos estilos (des)motivadores? Un estudio basado en el modelo circular
Carlos Mayo-Rota, Luis García-González, Sergio Diloy-Peña, Javier García-Cazorla, and Ángel Abós
. , Haerens , L. , Sevil , J. , Aelterman , N. , & García-González , L. ( 2018 ). Teachers’ motivation in relation to their psychological functioning and interpersonal style: A variable- and person-centered approach . Teaching and Teacher Education, 74 , 21 – 34 . 10.1016/j.tate.2018.04.010 Abós
Measurement Reactivity in Ecological Momentary Assessment Studies of Movement-Related Behaviors
Jaclyn P. Maher, Danielle Arigo, Kiri Baga, Gabrielle M. Salvatore, Kristen Pasko, Brynn L. Hudgins, and Laura M. König
Device-based monitoring and intensive smartphone-based assessments (e.g., ecological momentary assessment [EMA]) are increasingly used to capture movement-related behaviors such as physical activity (PA) and sedentary behavior (SB) and their motivational antecedents in everyday life ( O
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
