Self-determination theory in physical education: A systematic review of qualitative studies

被引：135

作者：

White, Rhiannon Lee ^{[1
]}

Bennie, Andrew ^{[1
]}

Vasconcellos, Diego ^{[2
]}

Cinelli, Renata ^{[3
]}

Hilland, Toni ^{[4
]}

Owen, Katherine B. ^{[5
]}

Lonsdale, Chris ^{[2
]}

机构：

[1] Western Sydney Univ, Sch Hlth Sci, Locked Bag 1797, Penrith, NSW 2751, Australia

[2] Australian Catholic Univ, Inst Posit Psychol & Educ, POB 968, Sydney, NSW 2059, Australia

[3] Australian Catholic Univ, Fac Educ & Arts, Fitzroy MDC, Locked Bag 4115, Fitzroy, Vic 3065, Australia

[4] RMIT Univ, Sch Educ, POB 71, Bundoora, Vic 3083, Australia

[5] Univ Sydney, Sch Publ Hlth, Sydney, NSW 2006, Australia

来源：

TEACHING AND TEACHER EDUCATION | 2021年 / 99卷

关键词：

Physical education; Student outcomes; Self-determination theory; Motivation; RELATEDNESS SUPPORT; NEEDS SATISFACTION; SCHOOL-STUDENTS; MOTIVATION; SPORT; PERCEPTIONS; PERSPECTIVE; TEACHERS; PEER; INTERVENTION;

D O I：

10.1016/j.tate.2020.103247

中图分类号：

G40 [教育学];

学科分类号：

040101 ; 120403 ;

摘要：

This review examined qualitative evidence of self-determination theory tenets within physical education. We conducted systematic searches in four databases, included 34 studies, and thematically analysed data from all included studies. Results indicated that certain teaching strategies provided students with the opportunity to undermine other students' relatedness. Low relatedness and competence satisfaction were associated with negative affect and reduced participation, meaning teacher behaviours that undermined competence and enabled peer teasing were counterproductive to the purpose of physical education. Need satisfaction, however, was associated with positive affect and increased participation. Therefore, teaching in line with self-determination theory may improve student outcomes. (c) 2020 Elsevier Ltd. All rights reserved.

引用

页数：13

共 85 条

[1] Fun, influence and competence-a mixed methods study of prerequisites for high school students' participation in physical education [J].

Abildsnes, Eirik ;

Rohde, Gudrun ;

Berntsen, Sveinung ;

Stea, Tonje H. .

BMC PUBLIC HEALTH, 2017, 17

[2]

Aniszewski Ellen, 2019, J. Phys. Educ., V30, pe3052, DOI 10.4025/jphyseduc.v30i1.3052

[3]

[Anonymous], 2004, NAT COR CURR BAS ED

[4]

[Anonymous], 2013, Critical Appraisal Skills Programme: Making sense of evidence

[5]

Bailey R., 2006, International Journal of Physical Education, V63, P144

[6] Picking Teams: Motivational Effects of Team Selection Strategies in Physical Education [J].

Barney, David ;

Prusak, Keven A. ;

Beddoes, Zack ;

Eggett, Dennis .

PHYSICAL EDUCATOR-US, 2016, 73 (02) :230-254

[7] Using features of meaningful experiences to guide primary physical education practice [J].

Beni, Stephanie ;

Fletcher, Tim ;

Chroinin, Deirdre Ni .

EUROPEAN PHYSICAL EDUCATION REVIEW, 2019, 25 (03) :599-615

[8] A focus on the how of meaningful physical education in primary schools [J].

Beni, Stephanie ;

Ni Chroinin, Deirdre ;

Fletcher, Tim .

SPORT EDUCATION AND SOCIETY, 2019, 24 (06) :624-637

[9] Attitudes and Perceptions of Middle School Students Toward Competitive Activities in Physical Education [J].

Bernstein, Eve ;

Phillips, Sharon R. ;

Silverman, Stephen .

JOURNAL OF TEACHING IN PHYSICAL EDUCATION, 2011, 30 (01) :69-83

[10] Physical activity and mental health in children and adolescents: a review of reviews [J].

Biddle, Stuart J. H. ;

Asare, Mavis .

BRITISH JOURNAL OF SPORTS MEDICINE, 2011, 45 (11) :886-895

← 1 2 3 4 5 6 7 8 9 →