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The purpose of this study was to review the literature relevant to learning in physical education (PE) according to the self-determination theory (SDT). In this literature review, we first provide an overview of SDT. Second, we discuss students’ SDT-related motivational profiles in PE. Third, we illustrate the relationships among students’ perceptions of the nature of an autonomy-supportive or controlling learning environment, need satisfaction, and self-determined motivation. Fourth, we explore the impact of SDT on students’ learning in PE with respect to the cognitive, psychomotor, and affective learning domains. Finally, we articulate the pedagogical implications on the basis of the reviewed SDT research and future directions for SDT research in PE.

Recently, the lack of physical activity and increasing rates of childhood obesity have received a great deal of attention in the United States. One way to combat inactivity in children is to utilize physical education programs as a means to promote active lifestyles. There is not, however, a consensus concerning how physical education programs can achieve the goal of increasing children’s physical activity patterns. The purpose of this review is to examine motivational constructs that can provide a theoretical framework to identify strategies that can be used in physical education classes to promote engagement in physical activity. Self-determination theory is offered as a framework that has the potential to integrate these motivational constructs and provide a more complete understanding of how practitioners can structure learning environments to foster motivation and engagement in activity. Suggestions are made for implementing the research into practice, as well as future research directions.

Grounded in Self-Determination Theory, the purpose of this study was to analyze how motivational processes within Physical Education classes can predict intention to participate in sport or physical activity outside of the school curriculum. Participants included 1,692 Spanish students aged 12–16 years (M = 13.34; SD = .76) who participated in Physical Education lessons at 32 secondary schools. Structural equation modeling was used for analysis, and showed that perception of basic psychological need (BPN) support from teachers predicted autonomous and controlled motivation through BPN satisfaction. Furthermore, autonomous motivation positively predicted enjoyment, perceived importance of Physical Education, and intention to participate in sport or physical activity outside of school. Controlled motivation negatively predicted enjoyment, and amotivation positively predicted boredom. Finally, enjoyment and perceived importance of Physical Education positively predicted intention to participate in sport or physical activity outside of what was required in school. Results emphasize the importance of school based Physical Education to promote sport and physical activity participation among adolescents.

Based on Self-Determination Theory (Deci & Ryan, 2000), this study tested whether changes in autonomous motivation toward physical education (AMPE) during the transition from elementary to secondary school can be predicted by changes in perceived need support from the physical education (PE) teacher and perceived physical school environment. Self-reported data were gathered from 472 Flemish (northern part of Belgium) students in 6th grade (2009) and again in 8th grade (2011). Mediation analyses showed that an increase in perceived need support from the PE teacher was related to an increase in AMPE (boys: β = .42; girls: β = .50). In boys, this relation was mediated by changes in perceived competence (β = .08). In girls, this relation was mediated by changes in perceived autonomy (β = .12), perceived competence (β = .14), and perceived relatedness (β = .05). This study shows that PE teachers should be need-supportive to maintain a good quality of motivation in students.

Motivations for and positive attitudes toward physical activity (PA) developed during childhood are likely to be carried over to adulthood. The purpose of this study was to examine the relationship between three psychological needs satisfaction, motivational regulations in physical education (PE), and attitudes toward participation in leisure-time PA among upper elementary school students. One thousand and seventy-three students in grades 3-5 anonymously and voluntarily completed three measures, including Psychological Needs Satisfaction, Motivational Regulations, and Attitudes, which were modified from previous works and judged by a panel of experts to ensure the wording of each item was understandable for upper elementary school students. The data were analyzed with descriptive statistics, composite reliability coefficient, and multilevel confirmatory factor analysis methods. The results indicated that the composite reliability coefficients of the measures were above .60, ranging from .62 to .79. The results of structural equation model indicated that satisfactions of autonomy, competence, and relatedness were significantly instrumental to the enhancement of autonomous motivation in PE settings and attitudes toward PA participation. Elementary school students’ having fun, obtaining benefits, and being with friends were all major motivational factors contributing to positive attitudes toward PA outside of school.

This study examined preservice physical education teachers’ (PPETs’) technopedagogical content knowledge (TPCK) competencies. The participants were 1028 PPETs from 26 major universities representing all seven geographical regions of Turkey. The Technological Pedagogical Content Knowledge Deep- Scale developed by Kabakci Yurdakul et al. (2012) was used to measure TPCK competencies of PPETs. Descriptive statistics, an independent samples t test, and multivariate analysis of variance were used to analyze the data. The results showed that PPETs rated themselves at a high level in self-reported TPCK competencies in terms of the entire scale and its factors (design, exertion, ethics and proficiency). There was no significant main effect for gender (p < .05). Computer/internet-based background (p > .05) and PPETs’ interest in keeping up with the latest PE-related technological developments (p > .05) were significant variables in PPETs’ TPCK competencies. Overall, this study offers some evidence that the use of information and communication technology (ICT) is an important factor affecting PPETs’ TPCK competencies.