Physical Education

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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, Advance Online

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Leo, F., Behzadnia, B.Lopez-Gajardo, M. A.Batista, M. (2022) 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, Advance Online

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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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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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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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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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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

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Burel, N.Tessier, D., Langdon, J. L. (2020) 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, Advance Online

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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

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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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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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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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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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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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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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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) ,341-347

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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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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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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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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., 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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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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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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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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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 ,74-88

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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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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)

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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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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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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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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 ,188-194

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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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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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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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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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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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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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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. Routledge Taylor & Francis Group Journal of Applied Sport Psychology, 28 ,199-215

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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. APA Health Psychology, 35 ,195-198

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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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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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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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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)

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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) ,1-15

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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. Routledge Taylor & Francis Group Health Psychology and Behavioral Medicine, 3 ,190-203

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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. SAGE Health Psychology Open, ,1-9

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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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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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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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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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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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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 ,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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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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Van den 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) ,508–518

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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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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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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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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) ,365-396

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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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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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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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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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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.

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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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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Prusak, K. A (2004) The Effects of Choice on the Motivation of Adolescent Girls in Physical Education. Champaign, IL: Human Kinetics Journal of Teaching in Physical Education, 23 ,19-29

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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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Chatzisarantis, N. L., Hagger, M. S.Biddle, S. J. H.Smith, B. (2003) A meta-analysis of perceived locus on causality in exercise, sport, and physical education contexts. Journal of Sport and Exercise Psychology, 25 ,284-306

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Leo, F., Behzadnia, B.Lopez-Gajardo, M. A.Batista, M. (2022) 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, Advance Online

Go to Website PDF Full Text Send Email

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

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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

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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) ,365-396

Go to Website

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) ,1-15

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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)

Go to Website PDF Full Text Send Email