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Grounded in Self-Determination Theory and Achievement Goal Theory, the objective of this study was to assess the effectiveness of an intervention programme on a series of motivational variables in a corporal expression teaching unit. An analysis was also conducted in terms of whether the impact of the intervention would be effective in boys and girls, given the social stereotypes inherent to this type of expression activity. A sample of 224 students, with ages varying from 12 to 14 years old (105 boys, 119 girls) participated in 10 sessions. A quasi-experimental design was carried out, dividing the total sample into two groups: control (n = 115) and experimental (n = 109). The intervention programme was applied in the experimental group via specific strategies based on the TARGET areas. In the experimental group, the results showed significantly higher values in perceived task-oriented climate, autonomy, competence, intrinsic motivation, identified regulation and enjoyment, as well as significantly lower values in ego-oriented climate. The intervention programme proved to be effective in boys and girls and the results were even better in boys. The importance of developing and applying specific motivational strategies in corporal expression activities should be stressed in order for this to have an impact on variables such as motivation and enjoyment in boys and girls, thus achieving more positive experiences. [ABSTRACT FROM AUTHOR]

The purpose of this study was to explore the effect of two landmark spectrum styles, practice and inclusion, on students’ basic psychological needs satisfaction and self-determined motivation. Twelve classes of college-aged students (n = 149) participated in two badminton lessons taught under the conditions of the practice and inclusion styles. The basic psychological needs for physical education scale (BPN-PE) and situational intrinsic motivation scale (SIMS) were administered prior to the implementation of the two style-specific lessons and following each lesson. Students’ perceptions of fun, learning, and motivation and experience with the two teaching styles were examined through a post-study questionnaire. One-way ANOVAs with repeated measures were used to determine whether the interventions (teaching styles) had an effect on student psychological needs satisfaction, motivational behavioural regulation, perceptions of fun, learning, and motivation, and experience with the teaching experiences. Findings revealed that the students’ perceptions of autonomy and competence (BPN-PE) and identified regulation motivation (SIMS) in badminton increased as a result of the teaching styles intervention. No between style differences were found. Instruction delivered under the conditions of both the practice and inclusion styles was found to be equally effective in positively influencing students’ basic psychological need satisfaction and level of self-determined motivation. [ABSTRACT FROM AUTHOR]

The aim of the study was to investigate the relationships between motivational climate, perceived competence, self-determined motivation towards physical education (PE) and the fundamental movement skills of Finnish secondary school students. A sample of 370 seventh-grade PE students (girls n = 189; boys n = 181; mean age = 13.08; SD = 0.25) completed measures pertaining to motivational climates, perceived competence, regulation of motivation, and fundamental movement skills. Path analysis revealed results generally consistent with the theoretical tenets of the self-determination and the achievement goal theories by demonstrating that a task-involving motivational climate influenced perceived competence, which in turn affected more self-determined motivation towards PE. Furthermore, results revealed that this motivational sequence was associated with increased balance skill. A sequence consisting of task-involving climate, intrinsically regulated motivation, and balance skills was also observed. Additionally, the results indicated that task-involving motivational climate influenced perceived competence, in turn influencing manipulative and locomotor skills. Finally, an ego-involving climate was found to be a marginally positive predictor of manipulative skills. [ABSTRACT FROM AUTHOR]

The aim of this study is to test a model of motivation based on self-determination theory (Deci and Ryan, 2002) and which explores the place of 'teacher--student' negotiation. Cross-sectional data were gathered from 549 secondary school students (317 male, 232 female) who answered a questionnaire which included measurements of perceived negotiation, of the satisfaction of needs, of motivation, of perceived enjoyment, of the perception of having learned, of the intention to practise a physical sporting activity outside school. Structural equation analysis has shown that the students who perceived integrative negotiation experienced higher levels of autonomy and relatedness. Autonomy and competence determined self-determined motivation, which in turn positively predicted consequences. The results support self-determination theory and support its application in the context of school physical education. [ABSTRACT FROM AUTHOR]

The aim of the study was to investigate the relationships between situational and contextual self-determined motivation and physical activity intensity as measured by heart rates during a ninth-grade students physical education (PE) class. The participants of the study were 139 Finnish ninth-grade students (15-year-olds). The data were collected during one 60-minute PE class held by the class PE teacher. Results revealed that more self-determined situational motivation negatively predicted the lowest heart rate category (<120 beats/min.) as well as the next lowest heart rate category (120-40 beats/min.). Neither variation in type of situational or contextual motivations explained heart rates in the next highest category (I 40-60 beats/min.), whereas the highest heart rate category (>160 beats/min.) was positively predicted by situational motivation. Lastly, highly self-determined situational motivation accounted for a significant amount of variance in mean heart rate value. Taken together, results revealed that situational motivation associated more strongly with physical activity intensity as measured by heart rate than did contextual motivation. [ABSTRACT FROM AUTHOR]