’s mental health. The affective domain includes a range of outcomes such as motivation, enjoyment, and self-esteem ( Bailey et al., 2009 ), which are significantly associated with positive mental health and psychological well-being ( Kirk, 2020 ). For instance, Van den Berghe, Vansteenkiste, Cardon, Kirk
Search Results
Affective Learning in Physical Education: A Systematic Review
Eishin Teraoka, Heidi Jancer Ferreira, David Kirk, and Farid Bardid
¿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
JTPE Special Issue on Student Motivation
Alex Garn, Ping Xiang, and Haichun Sun
Achievement Emotions, Intention to Be Physically Active, and Academic Achievement in Physical Education: Gender Differences
Sebastián Fierro-Suero, Pedro Sáenz-López, José Carmona-Márquez, and Bartolomé J. Almagro
interrelated psychological processes, including cognitive, expressive, physiological, and motivational components ( Scherer, 2009 ). During PE class, students can experience a wide range of emotional states ( Simonton et al., 2017 ), making it a suitable context for developing the emotional health of students
Cooperative Classrooms and Academic Performance in Physical Education: A Multilevel Analysis
Benito León, Javier Fernandez-Rio, Sergio Rivera-Pérez, and Damián Iglesias
of all students to learn to work cooperatively with others has been considered the cornerstone of building and maintaining our society. Cooperative learning has been studied from different perspectives ( Slavin, 2014 ): (a) motivational—task motivation is the key element of the teaching
The Influence of a Methods Course in Physical Education on Preservice Classroom Teachers’ Acquisition of Practical Knowledge
Jan-Erik Romar and Magnus Ferry
: learning, active participation, competence and self-esteem, motivation, enjoyment, and fluent instruction. The quantitative analysis noted the frequency of the identified categories. All data were analyzed after the PCTs had completed the course. The first author conducted the initial analysis, and the
Evaluación de una propuesta educativa en Educación Física para promocionar la bicicleta como modo de transporte al centro educativo en adolescentes: Estudio PACO
Javier Molina-García, Francisco Javier Huertas-Delgado, Pablo Campos-Garzón, and Palma Chillón
). Testing the need for novelty as a candidate need in basic psychological needs theory . Motivation and Emotion, 44 ( 2 ), 295 – 314 . 10.1007/s11031-019-09812-7 González-Cutre , D. , Sicilia , Á. , Beas-Jiménez , M. , & Hagger , M.S. ( 2014 ). Broadening the trans-contextual model of
Recommendations for Physical Activity in Segments of the School Day Support the Increase in Daily Physical Activity in Adolescents
Karel Frömel, Dorota Groffik, Josef Heidler, Josef Mitáš, and Michael Pratt
provided by comparative research of the Czech and Polish education systems. Especially in the contribution of the number of PE lessons to adolescent PA ( Groffik, Mitáš, et al., 2020 ), in respecting preferred types of PA ( Kudlacek et al., 2020 ), in associations between types of motivation and types of
Career Transitions: Decision-Making Dynamics Regarding Physical Education Teacher Education Doctoral Program Applications and Entry
Kevin Patton and Melissa Parker
particular importance for this study were those that focused on physical education teacher educators’ motives, goals, and pathways with special attention to impact and outcomes. Motives and Goals for Pursuing D-PETE Motivation to undertake a terminal degree can be both intrinsic (e
Implementation and Effectiveness of a CSPAP-Informed, Online Secondary Methods Course With Virtual Field Experiences During the COVID-19 Pandemic
Collin A. Webster, Jongho Moon, Hayes Bennett, and Stephen Griffin
August 20 through the beginning of October, PPETs were required to participate in five online synchronous class meetings via Zoom and complete several assignments asynchronously via Blackboard. The content to be covered included curriculum approaches, teaching styles, assessment practices, motivational