Abstract
| Language | English |
|---|---|
| Pages | 97-121 |
| Number of pages | 25 |
| Journal | Physical Education and Sport Pedagogy |
| Volume | 19 |
| Issue number | 1 |
| Early online date | 5 Nov 2012 |
| DOIs | |
| Publication status | Published - 2014 |
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Keywords
- pedagogy
- psychology
- self-determination theory
- motivation
Cite this
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Research on self-determination in physical education : key findings and proposals for future research. / Van den Berghe, Lynn; Vansteenkiste, Maarten; Cardon, Greet; Kirk, David; Haerens, Leen.
In: Physical Education and Sport Pedagogy , Vol. 19, No. 1, 2014, p. 97-121.Research output: Contribution to journal › Article
TY - JOUR
T1 - Research on self-determination in physical education
T2 - Physical Education and Sport Pedagogy
AU - Van den Berghe, Lynn
AU - Vansteenkiste, Maarten
AU - Cardon, Greet
AU - Kirk, David
AU - Haerens, Leen
N1 - This is an Accepted Manuscript of an article published by Taylor & Francis in Physical Education & Sport Pedagogy on 05 Nov 2012, available online: http://wwww.tandfonline.com/10.1080/17408989.2012.732563.
PY - 2014
Y1 - 2014
N2 - During the last 30 years, several theories of motivation have generated insights into the motives underlying learners' behavior in physical education. Self-determination theory (SDT), a general theory on social development and motivation, has enjoyed increasing popularity in physical education research during the past decade. SDT states that for students to be optimally motivated for physical education, it is critical to support the satisfaction of their innate, psychological needs for autonomy, competence, and relatedness by being autonomy-supportive, by structuring the environment, and by creating a warm and solid relationship with the students. Our goal was to provide a critical review of 74 SDT-grounded peer-reviewed studies in the field of physical education, to identify research gaps, and to provide suggestions for moving this line of research forward by discussing how insights from a pedagogical view can contribute to the development of SDT-based research. The included studies confirmed the motivational sequence as proposed by SDT. It was revealed that future research can be of extra value if (a) combinations of the three dimensions of need-supportive practices are addressed, (b) more intervention and experimental studies are conducted, (c) more insight is gained into antecedents of teachers' behaviors, (d) a broader set of learning outcomes is investigated, and (e) relevant physical education-related contextual factors are taken into account. Given the increasing number of SDT studies in the context of physical education, this review recommends a better integration of pedagogical and psychological knowledge in future SDT-grounded work in the context of physical education. A better integration is needed because it can lead to ecologically valid and practical recommendations on how to enhance students' motivation taking into account the pedagogical context of physical education.
AB - During the last 30 years, several theories of motivation have generated insights into the motives underlying learners' behavior in physical education. Self-determination theory (SDT), a general theory on social development and motivation, has enjoyed increasing popularity in physical education research during the past decade. SDT states that for students to be optimally motivated for physical education, it is critical to support the satisfaction of their innate, psychological needs for autonomy, competence, and relatedness by being autonomy-supportive, by structuring the environment, and by creating a warm and solid relationship with the students. Our goal was to provide a critical review of 74 SDT-grounded peer-reviewed studies in the field of physical education, to identify research gaps, and to provide suggestions for moving this line of research forward by discussing how insights from a pedagogical view can contribute to the development of SDT-based research. The included studies confirmed the motivational sequence as proposed by SDT. It was revealed that future research can be of extra value if (a) combinations of the three dimensions of need-supportive practices are addressed, (b) more intervention and experimental studies are conducted, (c) more insight is gained into antecedents of teachers' behaviors, (d) a broader set of learning outcomes is investigated, and (e) relevant physical education-related contextual factors are taken into account. Given the increasing number of SDT studies in the context of physical education, this review recommends a better integration of pedagogical and psychological knowledge in future SDT-grounded work in the context of physical education. A better integration is needed because it can lead to ecologically valid and practical recommendations on how to enhance students' motivation taking into account the pedagogical context of physical education.
KW - pedagogy
KW - psychology
KW - self-determination theory
KW - motivation
UR - http://www.tandfonline.com/loi/cpes20
U2 - 10.1080/17408989.2012.732563
DO - 10.1080/17408989.2012.732563
M3 - Article
VL - 19
SP - 97
EP - 121
JO - Physical Education and Sport Pedagogy
JF - Physical Education and Sport Pedagogy
SN - 1740-8989
IS - 1
ER -