Ten Practical Strategies to Motivate Students in Physical Education: Psychological Need-Support Approach

References

• Aelterman, N. , Vansteenkiste, M. , Van Keer, H. , Van den Berghe, L. , De Meyer, J. , & Haerens, L. (2012). Students’ objectively measured physical activity levels and engagement as a function of between-class and between-student differences in motivation toward physical education. Journal of Sport and Exercise Psychology , 34 , 457–480. https://doi.org/10.1123/jsep.34.4.457
   PubMed Web of Science ®Google Scholar
• Assor, A. , Kaplan, H. , Kanat-Maymon, Y. , & Roth, G. (2005). Directly controlling teacher behaviors as predictors of poor motivation and engagement in girls and boys: The role of anger and anxiety. Learning and Instruction , 15 , 397–413. https://doi.org/10.1016/j.learninstruc.2005.07.008
   Web of Science ®Google Scholar
• Bartholomew, K. J. , N. Ntoumanis , R. M. Ryan , J. A. Bosch , and C. Thogersen-Ntoumani. (2011). Self-determination theory and diminished functioning: The role of interpersonal control and psychological need thwarting. Personality and Social Psychology Bulletin 37 , 1459–1473. https://doi.org/10.1177/0146167211413125
   PubMed Web of Science ®Google Scholar
• Chatzisarantis, N.L.D. , & Hagger, M.S. (2009). Effects of an intervention based on self-determination theory on self-reported leisure-time physical activity participation. Psychology and Health , 24 , 29–48. https://doi.org/10.1080/08870440701809533
   PubMed Web of Science ®Google Scholar
• Cheon, S. H. , Reeve, J. , & Moon, I. S. (2012). Experimentally based, longitudinally designed, teacher-focused intervention to help physical education teachers be more autonomy supportive toward their students. Journal of Sport and Exercise Psychology , 34 , 365–396. https://doi.org/10.1123/jsep.34.3.365
   PubMed Web of Science ®Google Scholar
• Cheon, S. H. , Reeve, J. , Yu, T. H. , & Jang, H. R. (2014). The teacher benefits from giving autonomy support during physical education instruction. Journal of Sport and Exercise Psychology , 36 , 331–346. https://doi.org/10.1123/jsep.2013-0231
   PubMed Web of Science ®Google Scholar
• Chiviacowsky, S. (2014). Self-controlled practice: Autonomy protects perceptions of competence and enhances motor learning. Psychology of Sport and Exercise , 15 , 505–510. https://doi.org/10.1016/j.psychsport.2014.05.003
   Web of Science ®Google Scholar
• Connell, J. P. , & Wellborn, J. G. (1991). Competence, autonomy, and relatedness: A motivational analysis of self-system processes. In M. R. Gunnar & L. A. Sroufe (Eds.), The Minnesota symposia on child psychology, Vol. 23. Self-processes and development (pp. 43–77). Lawrence Erlbaum Associates.
   Google Scholar
• Cox, A. , Duncheon, N. , & McDavid, L. (2009). Peers and teachers as sources of relatedness perceptions, motivation, and affective responses in physical education. Research Quarterly for Exercise and Sport , 80 (4), 765–773.
   PubMedGoogle Scholar
• Deci, E. L. , Koestner, R. , & Ryan, R. M. (1999). A meta-analytic review of experiments examining the effects of extrinsic rewards on intrinsic motivation. Psychological Bulletin , 125 (6), 627–668.
   PubMed Web of Science ®Google Scholar
• Deci, E. L. , & Ryan, R. M. (1985). Intrinsic motivation and self-determination in human behavior . Plenum Press.
   Google Scholar
• Deci, E. L., & Ryan, R. M. (2000). The “what” and” why” of goal pursuits: Human needs and the self-determination of behavior. Psychological Inquiry, 11(4), 227–268. https://doi.org/10.1207/S15327965PLI1104_01
   Google Scholar
• Fong, C. J. , Patall, E. , Vasquez, A. , & Strautberg, S. (2018). A meta-analysis of negative feedback on intrinsic motivation. Educational Psychology Review , 31 , 121–162. https://doi.org/10.1007/s10648-018-9446-6.
   Web of Science ®Google Scholar
• Fransen, K. , Boen, F. , Vansteenkiste, M. , Mertens, N. , & Vande Broek, G. (2018). The power of competence support: The impact of coaches and athlete leaders on intrinsic motivation and performance. Scandinavian Journal of Medicine & Science in Sports , 28 , 725–745. https://doi.org/10.1111/sms.12950
   PubMed Web of Science ®Google Scholar
• Gillison, F. B. , Rouse, P. , Standage, M. , Sebire, S. J. , & Ryan, R. M. (2018). A meta-analysis of techniques to promote motivation for health behaviour change from a self-determination theory perspective. Health Psychology Review , 13 , 110–130. https://doi.org/10.1080/17437199.2018.1534071
   PubMed Web of Science ®Google Scholar
• Guthrie, J. T. , Wigfield, A. , Humenick, N. M. , Perencevich, K. C. , Taboada, A. , & Barbosa, P. (2006). Influences of stimulating tasks on reading motivation and comprehension. The Journal of Educational Research , 99 , 232–246. https://doi.org/10.3200/JOER.99.4.232-246
   Web of Science ®Google Scholar
• Haerens, L. , N. Aelterman , M. Vansteenkiste , B. Soenens , and S. Van Petegem. 2015. “Do perceived autonomy-supportive and controlling teaching relate to physical education students’ motivational experiences through unique pathways? Distinguishing between the bright and dark side of motivation. Psychology of Sport and Exercise 16, 26–36. https://doi.org/10.1016/j.psychsport.2014.08.013
   Web of Science ®Google Scholar
• Haerens, L. , Vansteenkiste, M. , De Meester, A. , Delrue, J. , Tallir, I. , Vande Broek, G. , … & Aelterman, N. (2018). Different combinations of perceived autonomy support and control: Identifying the most optimal motivating style. Physical Education and Sport Pedagogy , 23 , 16–36. https://doi.org/10.1080/17408989.2017.1346070
   Web of Science ®Google Scholar
• Hattie, J. , & Timperley, H. (2007). The power of feedback. Review of Educational Research , 77 , 81–112. https://doi.org/10.3102/003465430298487
   Web of Science ®Google Scholar
• Kohl, H. , & Cook, H. (2013). Educating the student body: taking physical activity and physical education to school . National Academies Press.
   Google Scholar
• Leptokaridou, E. T. , Vlachopoulos, S. P. , & Papaioannou, A. G. (2016). Experimental longitudinal test of the influence of autonomy-supportive teaching on motivation for participation in elementary school physical education. Educational Psychology , 36 , 1138–1159. https://doi.org/10.1080/01443410.2014.950195
   Web of Science ®Google Scholar
• Manninen, M. , Deng, Y. , Hwang, Y. , Waller, S. , & Yli-Piipari, S. (2020). Psychological need-supportive instruction improves novel skill performance, intrinsic motivation, and enjoyment: a cluster-randomized study. International Journal of Sport and Exercise Psychology. https://doi.org/10.1080/1612197X.2020.1826999
   Web of Science ®Google Scholar
• Meece, J. L. , Anderman, E. M. , & Anderman, L. H. (2006). Classroom goal structure, student motivation, and academic achievement. Annual. Review of Psychology , 57 , 487–503. https://doi.org/10.1146/annurev.psych.56.091103.070258
   PubMed Web of Science ®Google Scholar
• Metcalfe, J. (2009). Metacognitive judgments and control of study. Current Directions in Psychological Science , 18 , 159–163. https://doi.org/10.1111/j.1467-8721.2009.01628.x
   PubMed Web of Science ®Google Scholar
• Metcalfe, J. (2017). Learning from errors. Annual Review of Psychology , 68 , 465–489. https://doi.org/10.1146/annurev-psych-010416-044022
   PubMed Web of Science ®Google Scholar
• Owen, K. B. , Smith, J. , Lubans, D. R. , Ng, J. Y. , & Lonsdale, C. (2014). Self-determined motivation and physical activity in children and adolescents: A systematic review and meta-analysis. Preventive Medicine , 67 , 270–279. https://doi.org/10.1016/j.ypmed.2014.07.033
   PubMed Web of Science ®Google Scholar
• Patall, E. A. , Cooper, H. , & Robinson, J. C. (2008). The effects of choice on intrinsic motivation and related outcomes: a meta-analysis of research findings. Psychological Bulletin , 134 , 270–300. https://doi.org/10.1037/0033-2909.134.2.270
   PubMed Web of Science ®Google Scholar
• Reeve, J. (2016). Autonomy-supportive teaching: What it is, how to do it. In Building autonomous learners (pp. 129–152). Springer.
   Google Scholar
• Reeve, J. (2009). Why teachers adopt a controlling motivating style toward students and how they can become more autonomy supportive. Educational Psychologist , 44 , 159–175. https://doi.org/10.1080/00461520903028990
   Web of Science ®Google Scholar
• Reeve, J. , & Jang, H. (2006). What teachers say and do to support students’ autonomy during a learning activity. Journal of Educational Psychology , 98 , 209–218. https://doi.org/10.1037/0022-0663.98.1.209
   Web of Science ®Google Scholar
• Reeve, J. , Nix, G. , & Hamm, D. (2003). Testing models of the experience of self-determination in intrinsic motivation and the conundrum of choice. Journal of Educational Psychology , 95 , 375–392. https://doi.org/10.1037/0022-0663.95.2.375
   Web of Science ®Google Scholar
• Rosenzweig, E. Q., Hulleman, C. S., Barron, K. E., Kosovich, J. J., Priniski, S. J., & Wigfield, A. (2019). Promises and pitfalls of adapting utility value interventions for online math courses. The Journal of Experimental Education, 87(2), 332–352. https://doi.org/10.1080/00220973.2018.1496059
   Google Scholar
• Ryan, R. M. , & Deci, E. L. (2017). Self-determination theory: Basic psychological needs in motivation, development, and wellness . Guilford Press.
   Google Scholar
• Sanchez-Oliva, D. , Sanchez-Miguel, P. A. , Leo, F. M. , Kinnafick, F. E. , & García-Calvo, T. (2014). Physical education lessons and physical activity intentions within Spanish secondary schools: A self-determination perspective. Journal of Teaching in Physical Education , 33 , 232–249. https://doi.org/10.1123/jtpe.2013-0043
   Web of Science ®Google Scholar
• Scherrer, V. , & Preckel, F. (2019). Development of motivational variables and self-esteem during the school career: A meta-analysis of longitudinal studies. Review of Educational Research , 89 , 211–258. https://doi.org/10.3102/0034654318819127
   Web of Science ®Google Scholar
• Sheldon, K. M. , & Elliot, A. J. (1998). Not all personal goals are personal: Comparing autonomous and controlled reasons for goals as predictors of effort and attainment. Personality and Social Psychology Bulletin , 24 , 546–557. https://doi.org/10.1177/0146167298245010
   Web of Science ®Google Scholar
• Sierens, E. , Vansteenkiste, M. , Goossens, L. , Soenens, B. , & Dochy, F. (2009). The synergistic relationship of perceived autonomy support and structure in the prediction of self-regulated learning. Br J Educ Psychol, 79 , 57–68. https://doi.org/10.1348/000709908X304398
   PubMed Web of Science ®Google Scholar
• Standage, M. , Duda, J. L. , & Ntoumanis, N. (2006). Students’ motivational processes and their relationship to teacher ratings in school physical education: A self-determination theory approach. Research Quarterly for Exercise and Sport , 77 , 100–110. https://doi.org/10.1080/02701367.2006.10599336
   PubMed Web of Science ®Google Scholar
• Steingut, R. R. , Patall, E. A. , & Trimble, S. S. (2017). The effect of rationale provision on motivation and performance outcomes: A meta-analysis. Motivation Science , 3 , 19–50. https://doi.org/10.1037/mot0000039
   Google Scholar
• Stroet, K. , Opdenakker, M. C. , & Minnaert, A. (2013). Effects of need supportive teaching on early adolescents’ motivation and engagement: A review of the literature. Educational Research Review , 9 , 65–87. https://doi.org/10.1016/j.edurev.2012.11.003
   Web of Science ®Google Scholar
• Teixeira, P.J , Marques, M.M , Silva, M.N. , Brunet, J. , Duda, J. , Haerens, L. , … & Hagger, M.S. (2019). Classification of techniques used in self-determination theory-based interventions in health contexts: An expert consensus study. Preprint. Available in: https://osf.io/f65jy
   Google Scholar
• Tootell, H. , Freeman, M. , & Freeman, A. (2014). Generation alpha at the intersection of technology, play and motivation. Proceedings of the Annual Hawaii International Conference on System Sciences , 82–90. https://doi.org/10.1109/HICSS.2014.19
   Google Scholar
• Vansteenkiste, M. , Simons, J. , Lens, W. , Sheldon, K. M. , & Deci, E. L. (2004). Motivating learning, performance, and persistence: the synergistic effects of intrinsic goal contents and autonomy-supportive contexts. Journal of Personality and Social Psychology , 87 , 246–260. https://doi.org/10.1037/0022-3514.87.2.246
   PubMed Web of Science ®Google Scholar
• Vasconcellos, D. , Parker, P. D. , Hilland, T. , Cinelli, R. , Owen, K. B. , Kapsal, N. , … & Lonsdale, C. (2019). Self-determination theory applied to physical education: A systematic review and meta-analysis. Journal of Educational Psychology , 112(7), 1444–1469. https://doi.org/10.1037/edu0000420
   Web of Science ®Google Scholar
• Vishwanathan, M. , Manninen, M. , Waller, S. , Sifre, M. , Evans, E.M. , & Yli-Piipari, S. (2019). Effect of psychological need-supportive summer camp: FIT-Dawg girls summer camp. International Journal of Physical Education, Fitness and Sport , 8, 51–63. https://doi.org/10.26524/ijpefs1927
   Google Scholar
• Vohs, K. D. , Baumeister, R. F. , Schmeichel, B. J. , Twenge, J. M. , Nelson, N. M. , & Tice, D. M. (2018). Making choices impairs subsequent self-control: A limited-resource account of decision making, self-regulation, and active initiative. Journal of Personality and Social Psychology 94 , 883–898. https://doi.org/10.1037/0022-3514.94.5.883
   Google Scholar
• Weinstein, N. , Zougkou, K. , & Paulmann, S. (2018). You ‘have’ to hear this: Using tone of voice to motivate others. Journal of Experimental Psychology: Human Perception and Performance , 44 (6), 898–913.
   PubMed Web of Science ®Google Scholar
• Yli-Piipari, S. , Layne, T. , Hinson, J. , & Irwin, C. (2018). Illuminating motivational pathways to physical activity participation in urban physical education: A cluster-randomized intervention study. Journal of Teaching in Physical Education , 37 , 123–132. https://doi.org/10.1123/jtpe.2017-0099
   Web of Science ®Google Scholar
• Yli-Piipari, S. , Wang, J. C. K. , Jaakkola, T. , & Liukkonen, J. (2012). Examining growth trajectories of physical education students’ motivation, enjoyment, and physical activity: A person-oriented approach. Journal of Applied Sport Psychology , 24 , 401–417. https://doi.org/10.1080/10413200.2012.677096
   Web of Science ®Google Scholar
• Zougkou, K. , Weinstein, N. , & Paulmann, S. (2017). ERP correlates of motivating voices: Quality of motivation and time-course matters. Social Cognitive and Affective Neuroscience , 12 , 1687–1700. https://doi.org/10.1093/scan/nsx064
   PubMed Web of Science ®Google Scholar