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Athanasia Chatzipanteli, Nikolaos Digelidis and Athanasios G. Papaioannou

The aim of the study was to investigate the influence of student-activated teaching styles through a specific intervention program on students’ self-regulation, lesson satisfaction, and motivation. Six hundred and one 7th grade students (318 boys and 283 girls), aged 13 years were randomly assigned to an experimental group and a comparison group. The teachers who taught the students assigned to the experimental group used student-activated teaching styles, and specifically the reciprocal, self-check, inclusion, guided discovery, convergent discovery, and divergent discovery styles. Repeated measures analysis of variance revealed that the experimental group, compared with the comparison group, had higher scores in lesson satisfaction, intrinsic motivation, identified regulation, and metacognitive activities, and lower scores in external motivation, and amotivation. The study revealed that going beyond the command and/or the practice style of teaching, PE teachers can enhance students’ metacognitive skills, lesson satisfaction and intrinsic motivation.

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Rachel E. Brinkman-Majewski and Windee M. Weiss

, personality, athletic identity, and motivational orientation) are a few examples of psychosocial factors affecting athletes’ response to injury and the rehabilitation process. 3 Maintaining injured athletes’ motivation during rehabilitation can be a difficult process, especially during longer recovery periods, as with

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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

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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

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Stéphanie Girard, Jérôme St-Amand and Roch Chouinard

time ( Sproule, Wang, Morgan, McNeill, & McMorris, 2007 ). Over the years, many researchers have emphasized the decline of teenagers’ motivation for PA. Scientists have developed many theories to explain motivation to engage in sport or PA, such as PE ( Gillet & Vallerand, 2016 ; Hagger

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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

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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

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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

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Joris Drayer, Brendan Dwyer and Stephen L. Shapiro

, while simultaneously defending the activity’s online gambling exemption has considerable ethical and public policy concerns ( Van Natta, 2016 ). However, to date, DFS participant motivation has been explored only as a comparison with traditional, season-long fantasy sports (TFS) users ( Weiner & Dwyer

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Ali Brian, An De Meester, Aija Klavina, J. Megan Irwin, Sally Taunton, Adam Pennell and Lauren J. Lieberman

The physically literate person possesses the confidence, competence, motivation, knowledge, and understanding to value and take responsibility for engagement in physical activities throughout the lifespan ( Whitehead, 2001 ). Whitehead ( 2001 ) developed her concept of physical literacy, by