Physical Education

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Behzadnia, B., Adachi, P. J. C., Deci, E. L. (2025) Are physical education teachers’ autonomy-supportive behaviors related to high-school students’ actual game-play performance?. Physical Education and Sport Pedagogy,

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Behzadnia, B.Leo, F. M.Khalilpourshiraz, Z.Karimi, A. (2025) Online intervention program based on need‐supportive activities to promote physical activity and cognitive functions in physical education. Journal of Teaching in Physical Education, Advance Online

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Behzadnia, B.Mollaei Zangi, F.Rezaei, F.Eskandarnejad, M. (2024) Predicting students’ basic psychological needs, motivation, and well-being in online physical education: A semester-term longitudinal study. International Journal of Sport and Exercise Psychology, 22(7) ,1588-1606

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Cheon, S. H., Reeve, J.Jang, H-R.Pink, M. A. (2024) Autonomy-supportive teaching leads to autonomy-supportive parenting: A teacher-to-parent relationship spillover effect. Teaching and Teacher Education, 144 ,104548

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Cheon, S. H., Reeve, J.Joo, W-Y.Song, Y. G. (2024) Two randomized controlled trials to help teachers develop physical education students’ course-specific grit-perseverance and mental toughness. , Journal of Sport and Exercise Psychology , 46(5) (pp. 266-282) doi: 10.1123/jsep.2024-0102

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Van Doren, N.Compernolle, S.Bouten, A., Haerens, L. (2024) How is observed (de)motivating teaching associated with student motivation and device-based physical activity during physical education?. European Physical Education Review, Advance online publication

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Fierro-Suero, S.Van Doren, N.De Cocker, K., Haerens, L. (2024) Towards a refined insight into physical education teachers’ autonomy-supportive, structuring, and controlling style to the importance of student motivation: A person-centered approach. Physical Education and Sport Pedagogy, Advance online publication

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Leo, F., Behzadnia, B.Lopez-Gajardo, M. A.Batista, M. (2023) What kind of interpersonal need-supportive or need-thwarting teaching style is more associated with positive consequences in physical education?. Journal of Teaching in Physical Education, 42(3) ,461–470

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Cheon, S. H., Reeve, J.Marsh, H. W. (2023) Autonomy-supportive teaching enhances prosocial and reduces antisocial behavior via classroom climate and psychological needs: A multilevel randomized control intervention. Journal of Sport and Exercise Psychology, 45(1) ,26-40

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Burgueño, R.Abós, Á.Sevil-Serrano, J., Haerens, L. (2023) A circumplex approach to (de)motivating styles in physical education: Situations-In-School–Physical Education Questionnaire in spanish students, pre-service, and in-service teachers. Measurement in Physical Education and Exercise Science, 28(1) ,86-108

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Noetel, M.Parker, P.Dicke, T.Beauchamp, M. R. (2023) Prediction Versus Explanation in Educational Psychology: a Cross‐Theoretical Approach to Using Teacher Behaviour to Predict Student Engagement in Physical Education. Educational Psychology Review, 35 ,73

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Behzadnia, B.Rezaei, F.Salehi, M. (2022) A need-supportive teaching approach among students with intellectual disability in physical education. Psychology of Sport & Exercise, 60 ,102156

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Behzadnia, B.FatahModares, S. (2022) A self-support approach to satisfy basic psychological needs during difficult situations. Motivation & Emotion, ,1-24

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White, R. L.Bennie, A.Vasconcellos, D.Cinelli, R. (2021) Self-determination theory in physical education: A systematic review of qualitative studies. Teaching and Teacher Education, 99 ,103247

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Burel, N.Tessier, D., Langdon, J. L. (2021) Are teachers’ subjective feelings linked with need-supportive and need-thwarting motivating styles? A cross-lagged study in Physical Education. European Journal of Physical Education, 36 ,1221-1241

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Escriva-Boulley, G., Haerens, L.Tessier, D.Sarrazin, P. (2021) Antecedents of primary school teachers’ need-supportive and need-thwarting styles in physical education. European Physical Education Review, 27(4) ,961-980

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Escriva-Boulley, G.Guillet-Descas, E.Aelterman, N., Vansteenkiste, M. (2021) Adopting the Situation in School Questionnaire to examine physical education teachers’ motivating and demotivating styles using a circumplex approach. International Journal of Environmental Research and Public Health, 18 ,7342

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Vasconcellos, D.Parker, P.Hilland, T.Cinelli, R. (2020) Self-determination theory applied to physical education: A systematic review and meta-analysis. Journal of Educational Psychology, 112, No. 7 ,1444-1469

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Cheon, S. H., Reeve, J., Vansteenkiste, M. (2020) When teachers learn how to provide classroom structure in an autonomy-supportive way: Benefits to teachers and their students. , Teaching and Teacher Education , 90 (pp. 103004) doi: 10.1016/j.tate.2019.103004

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Barkoukis, V., Chatzisarantis, N. L., Hagger, M. S. (2020) Effects of a school-based intervention on motivation for out-of-school physical activity participation. , Research Quarterly for Exercise and Sport , Advance online publication doi: 10.1080/02701367.2020.1751029

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Gorozidis, G. S.Tzioumakis, Y. S.Krommidas, C.Papaioannou, A. G. (2020) Facebook group PETCoN (Physical Education Teacher Collaborative Network). An innovative approach to PE teacher in-service training: A self-determination theory perspective. , 96 doi: 103184

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Chu, T. L.Zhang, T.Zhang, X.Thomas, K. T. (2020) School environments predict Hispanic children’s physical education related outcomes through basic psychological need satisfaction. Learning and Individual Differences, 80 ,101844

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Boiché, J.Escalera, M. Y., Chanal, J. (2020) Students physical activity assessed by accelerometers and motivation for physical activity during class: Should we consider lessons as a whole or only active periods?. PlosOne, 15(3) ,e0229046

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García-González, L.Sevil-Serrano, J.Abós, A.Aelterman, N. (2019) The role of task and ego-oriented climate in explaining students’ bright and dark motivational experiences in Physical Education. Physical Education and Sport Pedagogy, 24(4) ,344-358

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Li, C.Hwa Kee, Y.Kong, L. C.Zou, L. (2019) Autonomy-supportive teaching and basic psychological need satisfaction among school students: The role of mindfulness. MDPI Journal of Environmenal Research and Public Health, 16

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Chu, T. L.Zhang, T.Cheung, H. Y. (2019) The roles of need-supportive social environments in university physical education courses. International Journal of Sport and Exercise Psychology, 17(3) ,212-231

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Chu, T. L.Zhang, T.Thomas, K. T.Zhang, X. (2019) Predictive strengths of basic psychological needs in physical education among Hispanic children: A gender-based approach. Journal of Teaching in Physical Education, 38 ,233-240

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Lonsdale, C.Lester, A.Owen, K. B.White, R. L. (2019) An internet-supported school physical activity intervention in low socioeconomic status communities: results from the Activity and Motivation in Physical Education (AMPED) cluster randomised controlled trial. , British Journal of Sports Medicine , 53(6) (pp. 341-347) doi: 10.1136/bjsports-2017-097904

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Langdon, J. L.Webster, C. A.Monsma, E. V.Harris, B. S. (2019) A content analysis of teacher autonomy support during a high school volleyball unit. The Physical Educator, 76 ,385-409

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Behzadnia, B.Mohammadzadeh, H.Ahmadi, M. (2019) Autonomy-supportive behaviors promote autonomous motivation, knowledge structures, motor skills learning and performance in physical education. Current Psychology, 38(6) ,1692-1705

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Garn, A. C.Morin, A. J. S., Lonsdale, C. (2019) Basic psychological need satisfaction toward learning: A longitudinal test of mediation using bifactor exploratory structural equation modeling. Journal of Educational Psychology, 111(2) ,354-372

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Chanal, J.Cheval, B.Courvoisier, D. S.Paumier, D. (2019) Developmental relations between motivation types and physical activity in elementary school children. Psychology of Sport and Exercise, 43 ,233-242

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Cuevas, R., Ntoumanis, N.Fernandez-Bustos, J. G.Bartholomew, K. (2018) Does teacher evaluation based on student performance predict motivation, well-being, and ill-being?. Journal of School Psychology, 68 ,154-162

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Behzadnia, B., Adachi, P. J. C., Deci, E. L.Mohammadzadeh, H. (2018) Associations between students’ perceptions of physical education teachers’ interpersonal styles and students’ wellness, knowledge, performance, and intentions to persist at physical activity: A self-determination theory approach. Psychology of Sport and Exercise, 39 ,10-19

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Ha, A., Lonsdale, C., Lubans, D. R., Ng, J. Y. Y. (2018) Increasing students’ physical activity during school physical education: Rationale and protocol for the SELF-FIT cluster randomized controlled trial. BMC Public Health, 18(11)

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Kerner, C.Kirk, D.De Meester, A., Haerens, L. (2018) Why is physical education more stimulating for pupils who are more satisfied with their own body?. Health Education Journal, 78(3) ,1-15

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Haerens, L., Vansteenkiste, M.De Meester, A.Delrue, J. (2018) Different combinations of perceived autonomy support and control: identifying the most optimal motivating style. Physical Education and Sport Pedagogy, 23(1) ,16-36

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Haerens, L.Krijgsman, C.Mouratidis, A.Borghouts, L. (2018) How does knowledge about the criteria for an upcoming test relate to adolescents’ situational motivation in physical education? A self-determination theory approach. European Physical Education Review, 20(10) ,1-19

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Kerner, C., Haerens, L.Kirk, D. (2018) Body Dissatisfaction, Perceptions of Competence, and Lesson Content in Physical Education. Journal of School Health, 88(8) ,576-582

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Chu, T. L.Zhang, T. (2018) Motivational processes in Sport Education programs among high school students: A systematic review. European Physical Education Review, 24(3) ,372-394

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Escriva-Boulley, G.Tessier, D., Ntoumanis, N. (2018) Need-supportive professional development in elementary school physical education: Effects of a cluster-randomized control trial on teachers’ motivating style and student physical activity. Sport, Exercise, and Performance Psychology, 7(2) ,218-234

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Cheon, S. H., Reeve, J., Ntoumanis, N. (2018) A needs-supportive intervention to help PE teachers enhance students’ prosocial behavior and diminish antisocial behavior. , Psychology of Sport & Exercise , 35 (pp. 74-88) doi: 10.1016/j.psychsport.2017.11.010

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Sebire, S.Jago, R.Banfield, K.Edwards, M. J. (2018) Results of a feasibility cluster randomised controlled trial of a peer-led school-based intervention to increase the physical activity of adolescent girls (PLAN-A). , International Journal of Behavioral Nutrition and Physical Activity , 15(50) doi: 10.1186/s12966-018-0682-4

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Langdon, J. L.Wittenberg, M. (2018) Need supportive instructor training: perspectives from graduate teaching assistants in a college/ university physical activity program. Physical Education and Sport Pedagogy, 24 ,16-30

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Behzadnia, B., Ryan, R. M. (2018) Eudaimonic and hedonic orientations in physical education and their relations with motivation and wellness. International Journal of Sport Psychology, 49(5) ,363-385

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Lubans, D. R.Beauchamp, M. R.Diallo, T. M. O.Peralta, L. R. (2018) School Physical Activity Intervention Effect on Adolescents’ Performance in Mathematics. Medicine & Science in Sports & Exercise, 50(12) ,2442-2450

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Bechter, B.Dimmock, J. A., Howard, J. L.Whipp, P. R. (2018) Student motivation in high school physical education: A latent profile approach. Journal of Sport & Exercise Psychology, 40(4) ,206-216

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Lubans, D. R., Lonsdale, C.Cohen, K.Eather, N. (2017) Framework for the design and delivery of organized physical activity sessions for children and adolescents: Rationale and description of the ‘SAAFE’ teaching principles. International Journal of Behavioral Nutrition and Physical Activity, 14

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Ha, A. S., Lonsdale, C., Ng, J. Y. Y., Lubans, D. R. (2017) A school-based rope skipping program for adolescents: Results of a randomized trial. , Preventive Medicine , 101 (pp. 188-194) doi: 10.1016/j.ypmed.2017.06.001

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Curran, T., Standage, M. (2017) Psychological needs and the quality of student engagement in physical education: Teachers as key facilitators. Journal of Teaching in Physical Education, 36(3) ,262-276

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Borghouts, L.B.Slingerland, M., Haerens, L. (2017) Assessment quality and practices in secondary PE in the Netherlands. Physical Education and Sport Pedagogy, 22(5) ,473-489

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De Meester, A.Cardon, G.M.De Bourdeaudhuij, I., Haerens, L. (2017) Extracurricular School-Based Sports as a Stepping Stone Towards an Active Lifestyle? Differences in Physical Activity and Sports-Motivation Between Extracurricular School-Based Sports Participants and Non-Participants. Journal of Teaching in Physical Education, 36(4) ,485-497

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Krijgsman, C., Vansteenkiste, M.van Tartwijk, J.Maes, J. (2017) Performance grading and motivational functioning and fear in physical education: A self-determination theory perspective. Learning and Individual Differences, 55 ,202-211

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Ryan, R. M., Deci, E. L. (2017) In R. M. Ryan, & E. L. Deci., Sport, physical activity, and physical education. (pp. 481-507) New York, NY: Guilford.

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Langdon, J. L.Schlote, R.Melton, B.Tessier, D. (2017) Effectiveness of a need supportive teaching training program on the developmental change process of graduate teaching assistants’ created motivational climate. Psychology of Sport & Exercise, 28 ,11-23

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Curran, T.Hill, A. P., Ntoumanis, N.Hall, H. K. (2016) A three-wave longitudinal test of self-determination theory’s mediation model of engagement and disaffection in youth sport. Human Kinetics, Inc Journal of Sport & Exercise Psychology, 38 ,15-29

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Mahoney, J. W., Ntoumanis, N.Gucciardi, D. F.Mallett, C. J. (2016) Implementing an autonomy-supportive intervention to develop mental toughness in adolescent rowers. , Journal of Applied Sport Psychology , 28 (pp. 199-215) Routledge Taylor & Francis Group. doi: 10.1080/10413200.2015.1101030

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Rouse, P. C., Duda, J. L., Ntoumanis, N.Jolly, K. (2016) The development and validation of the Interpersonal Support in Physical Activity Consultations Observational Tool. Taylor & Francis Group European Journal of Sport Science, 16 ,106-114

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Thogersen-Ntoumani, C.Shephard, S. O., Ntoumanis, N.Wagenmakers, A. J. M. (2016) Intrinsic motivation in two exercise interventions: Associations with fitness and body composition. , Health Psychology , 35 (pp. 195-198) APA. doi: 10.1037/hea0000260

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Aelterman, N., Vansteenkiste, M.Van Keer, H., Haerens, L. (2016) Changing teachers’ beliefs regarding autonomy support and structure: The role of experienced psychological need satisfaction in teacher training. Psychology of Sport and Exercise, 23 ,64-72

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Ulstad, S. O., Halvari, H.Sørebø, Ø., Deci, E. L. (2016) Motivation, learning strategies, and performance in physical education at secondary school. Advances in Physical Education, 6(1) ,27-41

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Wang, C. K. J.Morin, A. J. S., Ryan, R. M., Liu, W. C. (2016) Students’ motivational profiles in the physical education context. Journal of Sport and Exercise Psychology, 38(6) ,612-630

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González-Cutre, D.Sicilia, A.Sierra, A. C.Ferriz, R. (2016) Understanding the need for novelty from the perspective of self-determination theory. Personality and Individual Differences, 102 ,159-169

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Lubans, D. R.Smith, J. J.Peralta, L. R.Plotnikoff, R. C (2016) A school-based intervention incorporating smartphone technology to improve health-related fitness among adolescents: rationale and study protocol for the NEAT and ATLAS 2.0 cluster randomised controlled trial and dissemination study. , BMJ Open , 6(6) (pp. e010448) doi: 10.1136/bmjopen-2015-010448

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Bennie, A.Peralta, L. R.Gibbons, S., Lubans, D. R. (2016) Physical education teachers’ perceptions about the effectiveness and acceptability of strategies used to increase relevance and choice for students in physical education classes. Asia-Pacific Journal of Teacher Education, 45(3) ,302-319

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Aelterman, N., Vansteenkiste, M., Soenens, B., Haerens, L. (2016) A dimensional and person-centered perspective on controlled reasons for non-participation in physical education. Psychology of Sport and Exercise, 23 ,142-154

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De Meyer, J., Soenens, B., Vansteenkiste, M.Aelterman, N. (2016) Do students with different motives for physical education respond differently to autonomy-supportive and controlling teaching?. Psychology of Sport and Exercise, 22 ,72-82

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De Meyer, J., Soenens, B.Aelterman, N.De Bourdeaudhuij, I. (2016) The different faces of controlling teaching: implications of a distinction between externally and internally controlling teaching for students’ motivation in physical education. Physical Education and Sport Pedagogy, 21(6) ,632-652

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Slingerland, M.Borghouts, L.Jans, L.Weeldenburg, G. (2016) Development and optimisation of an in-service teacher training programme on motivational assessment in physical education. European Physical Education Review, 23(1) ,1-19

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Haerens, L.Aelterman, N., Vansteenkiste, M.Soenens, B. (2015) Do perceived autonomy-supportive and controlling teaching relate to physical education students’ motivational experience through unique pathways? Distinguishing between the bright and dark side of motivation. Psychology of Sport and Exercise, 16 ,26-36

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Cuevas, R.Sanchez-Oliva, D.Bartholomew, K. J., Ntoumanis, N. (2015) Adaptation and validation of the Psychological Need Thwarting Scale in Spanish Physical Education Teachers. Cambridge University Press Spanish Journal of Psychology, 18 ,1-9

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Hancox, J.Quested, E., Thogersen-Ntoumani, C., Ntoumanis, N. (2015) An intervention to train group exercise class instructors to adopt a motivationally adaptive communication style: a quasi-experimental study protocol. , Health Psychology and Behavioral Medicine , 3 (pp. 190-203) Routledge Taylor & Francis Group. doi: 10.1080/21642850.2015.1074075

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Yu, C.Van Zanten, J. V. J.Metsios, G. S.Kitas, G. D. (2015) Motivation-related predictors of physical activity engagement and vitality in rheumatoid arthritis patients. Health Psychology Open, 2(2) ,1-9

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Legrain, P., Gillet, N.Gernigon, C.Lafrenière, M.-A. K. (2015) Integration of information and communication technology and pupils’ motivation in a physical education setting. Journal of Teaching in Physical Education, 34 ,384-401

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Sparks, C.Dimmock, J.Whipp, P., Lonsdale, C. (2015) “Getting connected”: High school physical education teacher behaviors that facilitate students’ relatedness support perceptions. Sport, Exercise, and Performance Psychology, 4(3) ,219-236

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Hein, V.Koka, A., Hagger, M. S. (2015) Relationships between perceived teachers’ controlling behaviour, psychological need thwarting, anger and bullying behaviour in high-school students. Journal of Adolescence, 42 ,103-114

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Haerens, L.Aelterman, N., Vansteenkiste, M., Soenens, B. (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

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Shaw, D., Wilson, P. M.Mack, D.E. (2015) What motivates student trainees to become a physical education teacher?. Journal of Physical Education Research, 2(3) ,7-19

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Jago, R.Edwards, M. J., Sebire, S.Tomkinson, K. (2015) Effect and cost of an after-school dance programme on the physical activity of 11–12 year old girls: The Bristol Girls Dance Project, a school-based cluster randomised controlled trial. , International Journal of Behavioral Nutrition , 12(128) doi: 10.1186/s12966-015-0289-y

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Jago, R., Sebire, S.Davies, B.Wood, L. (2015) Increasing children’s physical activity through a teaching-assistant led extracurricular intervention: Process evaluation of the action 3:30 randomised feasibility trial. , BMC Public Health , 15(156) (pp. 1-15) doi: 10.1186/s12889-015-1501-3

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Van de Berghe, L., Vansteenkiste, M.Cardon, G.Kirk, D. (2014) Research on self-determination in physical education: Key findings and proposals for future research. Physical Education and Sport Pedagogy, 1 ,97-121

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Leptokaridou, E.Vlachopoulos, S.Papaioannou, A. (2014) Experimental longitudinal test of the influence of autonomy-supportive teaching on motivation for participation in elementary school physical education. Educational Psychology, ,1-22

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Ha, A., Lonsdale, C.Ng, J. Y., Lubans, D. R. (2014) A school-based rope skipping intervention for adolescents in Hong Kong: protocol of a matched-pair cluster randomized controlled trial. , BMC Public Health , 14 (pp. 535)

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Sullivan, G.Taylor, I., Lonsdale, C. (2014) Burnout in high school athletic directors. Journal of Applied Sport Psychology, 26(3) ,256-270

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Bartholomew, K. J.Ntoumanis, N.Cuevas, R., Lonsdale, C. (2014) Job pressure and ill-health in physical education teachers: The mediating role of psychological need thwarting. Teaching & Teacher Education, 37 ,101-107

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De Meyer, J.Tallir, I.B., Soenens, B., Vansteenkiste, M. (2014) Does Observed Controlling Teaching Behavior Relate to Students’ Motivation in Physical Education?. Journal of Educational Psychology, 106(2) ,541-554

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Langdon, J. L.Webster, C.Hall, T.Monsma, E. (2014) A self-determination theory perspective of student performance at the end of a volleyball unit in compulsory high school physical education. Sport Scientific & Practical Aspects, 11 ,5-16

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Barkoukis, V.Taylor, I., Chanal, J., Ntoumanis, N. (2014) The relationship between student motivation and student grades in PE: A three-year investigation. Scandinavian Journal of Medicine & Science in Sports, 24(5) ,e406-e414

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Aelterman, N., Vansteenkiste, M.Van Keer, H.De Meyer, J. (2013) Development and evaluation of a training on need-supportive teaching in Physical Education: Qualitative and quantitative findings. Teaching and Teacher Education, 29 ,64-75

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Van de Berghe, L.Soenens, B., Vansteenkiste, M.Aelterman, N. (2013) Observed need-supportive and need-thwarting teaching behavior in physical education: Do teachers’ motivational orientations matter?. Psychology of Sport and Exercise, 14(5) ,650-661

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Cheon, S. H., Reeve, J. (2013) Do the benefits from autonomy-supportive PE teacher training programs endure?: A one-year follow-up investigation. , Psychology of Sport and Exercise , 14(4) (pp. 508–518) doi: 10.1016/j.psychsport.2013.02.002

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Haerens, L.Aelterman, N.Van den Berghe, L.De Meyer, J. (2013) Observing Physical Education Teachers’ Need-Supportive Interactions in Classroom Settings. Journal of Sport and Exercise Psychology, 35(1) ,3-17

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Gillison, F. B., Standage, M.Skevington, S. M. (2013) The effects of manipulating goal content and autonomy support climate on outcomes of a PE fitness class. Psychology of Sport and Exercise, 14(3) ,342-352

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Rosenkranz, R. R., Lubans, D. R.Peralta, L. R.Bennie, A. (2012) A cluster-randomized controlled trial of strategies to increase adolescents’ physical activity and motivation during physical education lessons: The Motivating Active Learning in Physical Education (MALP) Trial. BMC Public Health, 12(834) ,1-9

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Ntoumanis, N. (2012) A self-determination theory perspective on motivation in sport and physical education: Current trends and possible future research directions. In G.C. Roberts and D. C. Treasure, Motivation in sport and exercise: Volume 3. , Motivation in sport and exercise: Volume 3 (pp. 91-128) Champaign, IL: Human Kinetics.

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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(3) (pp. 365-396) doi: 10.1123/jsep.34.3.365

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Lonsdale, C.Taylor, I.Sabiston, C., Ntoumanis, N. (2011) Measuring student motivation for physical education: Examining the psychometric properties of the perceived locus of causality questionnaire and the situational motivation scale. Psychology of Sport and Exercise, 12 ,284-292

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Johnson, T. G.Prusak, K. A.Pennington, T.Wilkinson, C. (2011) The Effects of the Type of Skill Test Choice and Gender on the Situational Motivation of Physical Education Students. Champaign, IL: Human Kinetics Journal of Teaching in Physical Education, 30 ,281-295

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Murcia, J. A. M.Panos, A. H.Coll, D. G. C. (2009) Completing the self-determination theory with social goals: A study about enjoyment of physical education. Revista Mexicana de Psicologia, 26 ,213-222

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Wang, C. K. J., Hagger, M. S., Liu, W. C. (2009) A cross-cultural validation of perceived locus of causality scale in physical education context. Research Quarterly for Exercise and Sport, 80(2) ,313-325

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Boiché, J. C.Sarrazin, P. G., Grouzet, F. M., Pelletier, L. G. (2008) Students motivational profiles in physical education and achievement outcomes: A Self-Determination Theory perspective. Journal of Educational Psychology, 100 ,688-701

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Wang, C. K. J., Liu, W. C. (2008) In P. A. Towndrow, C. Koh, & H. S. Tan (Eds.), Promoting intrinsic motivation in physical education: The role of beliefs, goals and self-determination. , Motivation and practice for the classroom (pp. 129-142) Rotterdam: Sense Publishers.

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Wang, C. K. J., Elliot, A. J. (2007) The 2×2 achievement goal framework in a physical education context. Psychology of Sport & Exercise, 8 ,147-168

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Sinelnikov, O. A.Hastie, P. A.Prusak, K. A. (2007) Situational Motivation During Seasons of Sport Education. ICHPER-SD Research Journal, 2 ,43-47

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Sarrazin, P.Trouilloud, D.Tessier, D., Chanal, J. (2005) Attentes de motivation et comportements différenciés de l’enseignant d’Education Physique et Sportive à l’égard de ses élèves : une étude en contexte naturel d’enseignement. European Review of Applied Psychology (Revue Européenne de Psychologie Appliquée), 55(2) ,111-120

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Standage, M.Treasure, D. C.Duda, J. L.Prusak, K. A. (2003) Validity Reliability and Invariance of the Situational Motivation Scale SIMS Across Diverse Physical Activity Contexts. Champaign, IL: Human Kinetics Journal of Sport and Exercise Psychology, 25 ,19-43

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