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Research on self-determination in physical education: key findings and proposals for future research

Lynn Van den Berghe UGent, Maarten Vansteenkiste UGent, Greet Cardon UGent, David Kirk and Leen Haerens UGent (2014) PHYSICAL EDUCATION AND SPORT PEDAGOGY. 19(1). p.97-121
abstract
Background: 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. Purpose: 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. Findings: 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. Conclusions: 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.
Please use this url to cite or link to this publication:
author
organization
year
type
journalArticle (original)
publication status
published
subject
keyword
motivation, TRANS-CONTEXTUAL MODEL, psychology, self-determination theory, pedagogy, PERCEIVED AUTONOMY SUPPORT, INTRINSIC MOTIVATION, UNIVERSITY-STUDENTS, POSITIVE FEEDBACK, ACTIVITY BEHAVIOR, TEACHERS, PERFORMANCE, GOAL, PERCEPTIONS
journal title
PHYSICAL EDUCATION AND SPORT PEDAGOGY
Phys. Educ. Sport Pedag.
volume
19
issue
1
pages
97 - 121
Web of Science type
Article
Web of Science id
000327585400007
ISSN
1740-8989
DOI
10.1080/17408989.2012.732563
language
English
UGent publication?
yes
classification
A1
copyright statement
I have transferred the copyright for this publication to the publisher
id
2979259
handle
http://hdl.handle.net/1854/LU-2979259
date created
2012-09-05 14:48:16
date last changed
2015-06-17 10:13:47
@article{2979259,
  abstract     = {Background: During the last 30 years several theories of motivation have generated insights into the motives underlying learners{\textquoteright} 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.
Purpose: 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.  
Findings: 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{\textquoteright} behaviors, d) a broader set of learning outcomes is investigated, and e) relevant physical education related contextual factors are taken into account.
Conclusions: 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{\textquoteright} motivation taking into account the pedagogical context of physical education.},
  author       = {Van den Berghe, Lynn and Vansteenkiste, Maarten and Cardon, Greet and Kirk, David and Haerens, Leen},
  issn         = {1740-8989},
  journal      = {PHYSICAL EDUCATION AND SPORT PEDAGOGY},
  keyword      = {motivation,TRANS-CONTEXTUAL MODEL,psychology,self-determination theory,pedagogy,PERCEIVED AUTONOMY SUPPORT,INTRINSIC MOTIVATION,UNIVERSITY-STUDENTS,POSITIVE FEEDBACK,ACTIVITY BEHAVIOR,TEACHERS,PERFORMANCE,GOAL,PERCEPTIONS},
  language     = {eng},
  number       = {1},
  pages        = {97--121},
  title        = {Research on self-determination in physical education: key findings and proposals for future research},
  url          = {http://dx.doi.org/10.1080/17408989.2012.732563},
  volume       = {19},
  year         = {2014},
}

Chicago
Van den Berghe, Lynn, Maarten Vansteenkiste, Greet Cardon, David Kirk, and Leen Haerens. 2014. “Research on Self-determination in Physical Education: Key Findings and Proposals for Future Research.” Physical Education and Sport Pedagogy 19 (1): 97–121.
APA
Van den Berghe, Lynn, Vansteenkiste, M., Cardon, G., Kirk, D., & Haerens, L. (2014). Research on self-determination in physical education: key findings and proposals for future research. PHYSICAL EDUCATION AND SPORT PEDAGOGY, 19(1), 97–121.
Vancouver
1.
Van den Berghe L, Vansteenkiste M, Cardon G, Kirk D, Haerens L. Research on self-determination in physical education: key findings and proposals for future research. PHYSICAL EDUCATION AND SPORT PEDAGOGY. 2014;19(1):97–121.
MLA
Van den Berghe, Lynn, Maarten Vansteenkiste, Greet Cardon, et al. “Research on Self-determination in Physical Education: Key Findings and Proposals for Future Research.” PHYSICAL EDUCATION AND SPORT PEDAGOGY 19.1 (2014): 97–121. Print.