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Ian M. Taylor, Nikos Ntoumanis, and Martyn Standage

Physical education teachers can influence students’ self-determination through the motivational strategies that they use. The current study examined how teachers’ reported use of three motivational strategies (providing a meaningful rationale, providing instrumental help and support, and gaining an understanding of the students) were predicted by perceived job pressure, perceptions of student self-determination, the teachers’ autonomous orientation, psychological need satisfaction, and self-determination to teach. Structural equation modeling supported a model in which perceived job pressure, perceptions of student self-determination, and teacher autonomous orientation predicted teacher psychological need satisfaction, which, in turn positively influenced teacher self-determination. The last positively predicted the use of all three strategies. Direct positive effects of teachers’ psychological need satisfaction on the strategies of gaining an understanding of students and instrumental help and support were also found. In summary, factors that influence teacher motivation may also indirectly affect their motivational strategies toward students.

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Jennifer A. Lindholm

The purpose of this study was to examine physical educator work motivation using personal investment theory as a theoretical framework. Public secondary school teachers (n = 73) voluntarily completed SPECTRUM, a 200-item Likert scale inventory that measures 20 self and work perception categories. One-way ANOVA results revealed few within-group perception differences based on gender, age, years of teaching experience, or job capacity. Then z tests were used to determine perception differences between physical educators and a preexisting normative sample. Comparison between groups revealed that the physical educators reported significantly lower (p < .05) incentives for accomplishment and recognition, and significantly higher (p < .05) affiliation incentives. Physical educators also reported significantly fewer (p < .05) perceived opportunities for recognition and power and significantly lower (p < .05) levels of organizational commitment. These findings provided preliminary insight into how teachers’ perceptions of themselves, their jobs, and their work environments may operate together to result in common behavioral patterns.

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Koon Teck Koh, Chunxiao Li, and Swarup Mukherjee

Purpose: Information and communication technologies can enable educators in the development of innovative and contextually relevant approaches for the provision of enhanced learning experiences. This study examined preservice physical education teachers’ perceptions of a flipped learning basketball course in a physical education teacher education program. Method: Semi-structured interviews were conducted with eight preservice physical education teachers (three females; M age = 23.5 years) who had completed the course. Interview data were coded using inductive and deductive thematic analysis. Results: Six main themes were identified reflecting benefits, challenges, and recommendations of flipped learning: (a) facilitate student-centered learning, (b) promote self-directed learning, (c) encourage real-world application, (d) insufficient avenues to assess understanding, (e) preclass preparation too time consuming, and (f) modification of materials and structure. Discussion/Conclusion: Flipped learning can potentially enhance preservice physical education teachers’ motivation for learning and increase active learning time in the sport-based courses in physical education teacher education. The identified challenges and recommendations are valuable for physical education teacher education educators to effectively prepare and execute flipped learning-based courses.

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2008 30 1 56 74 10.1123/jsep.30.1.56 A Self-Determination Theory Approach to Understanding the Antecedents of TeachersMotivational Strategies in Physical Education Ian M. Taylor * Nikos Ntoumanis * Martyn Standage * 2 2008 30 1 75 94 10.1123/jsep.30.1.75 Sport Psychology Game Management

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Facilitated Teacher Adoption and Learning of a Constructivist Approach to Physical Education Inez Rovegno * Dianna Bandhauer * 7 1997 16 4 401 425 10.1123/jtpe.16.4.401 Secondary School Physical Education Teacher Motivation: An Application of Personal Investment Theory Jennifer A. Lindholm * 7 1997 16 4

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Jian Wang, Bo Shen, Xiaobin Luo, Qingshan Hu, and Alex C. Garn

research on teacher motivation, especially in the field of physical education. Given the fact that the school is an achievement field for both students and teachers to strive to succeed ( Ames & Ames, 1984 ), it is important to understand whether or not teachers differ in their goal striving. In this study

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Evelia Franco, Ricardo Cuevas, Javier Coterón, and Christopher Spray

influenced teachersmotivational strategies toward students from a qualitative perspective. Findings of their study revealed that perceptions of an emphasis on student assessment, as well as time constraints associated with PE lessons, could lead to the use of inadequate teaching strategies as teachers

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Nicholas S. Washburn, K. Andrew R. Richards, and Oleg A. Sinelnikov

model, social factors influence perceived PNS, which governs motivational quality and yields associated psychological outcomes ( Ryan & Deci, 2002 ; Vallerand, 1997 ). Work experiences as a teacher in schools constitute the contextual level of motivation. Teachersmotivation has become a popular topic

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Meredith Rocchi and Luc G. Pelletier

interpersonal behaviors, Rocchi et al. ( 2013 ) established that coaches’ autonomous motivation for coaching was associated with AS coaching behaviors. Additional studies have explored the physical education context and teachersmotivation toward coaching within those contexts. Results from these studies have

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Stephen Harvey and Jeffrey P. Carpenter

development via Twitter . Professional Development in Education, 41 ( 4 ), 707 – 728 . doi:10.1080/19415257.2014.939294 10.1080/19415257.2014.939294 Carson , R.L. , & Chase , M.A. ( 2009 ). An examination of physical education teacher motivation from a self-determination theoretical framework