Motivation in Physical Education Classes: A Self-Determination Theory Perspective

This paper presents a brief overview of empirical studies in school physical education (PE) that have employed SDT and, where relevant, proposes ideas for future research in this area. First, we review research on teachers’ interpersonal style and its relation to students’ motivation. Second, we discuss intervention studies aimed at optimizing teachers’ interactions with students. Third, we present an overview of findings suggesting that basic psychological needs and motivational regulations predict various cognitive, affective, and behavioral outcomes in PE. Finally, we provide practical recommendations for PE teachers drawing from initial intervention studies in PE

Motivational Predictors of Physical Education Students’ Effort, Exercise Intentions, and Leisure-Time Physical Activity: A Multilevel Linear Growth Analysis

Grounded in self-determination theory (SDT; Deci & Ryan, 2000), the current study explored whether physical education (PE) students’ psychological needs and their motivational regulations toward PE predicted mean differences and changes in effort in PE, exercise intentions, and leisure-time physical activity (LTPA) over the course of one UK school trimester. One hundred and seventy-eight students (69% male) aged between 11 and 16 years completed a multisection questionnaire at the beginning, middle, and end of a school trimester. Multilevel growth models revealed that students’ perceived competence and self-determined regulations were the most consistent predictors of the outcome variables at the within- and between-person levels. The results of this work add to the extant SDT-based literature by examining change in PE students’ motivational regulations and psychological needs, as well as underscoring the importance of disaggregating within- and between-student effects

Cerebrospinal fluid levels of extracellular heat shock protein 72: A potential biomarker for bacterial meningitis in children

Extracellular heat shock protein 72 (Hsp72) is an endogenous danger signal and potential biomarker for critical illness in children. We hypothesized that elevated levels of extracellular Hsp72 in the cerebrospinal fluid (CSF) of children with suspected meningitis could predict bacterial meningitis. We measured extracellular Hsp72 levels in the CSF of 31 critically ill children with suspected meningitis via a commercially available enzyme-linked immunosorbent assay. Fourteen had bacterial meningitis based on CSF pleocytosis and bacterial growth in either blood or CSF culture. Seventeen children with negative cultures comprised the control group. CSF Hsp72 was significantly elevated in children with bacterial meningitis compared to controls. Importantly, CSF Hsp72 levels did not correlate with the CSF white blood cell count. On receiver operator characteristic analysis, using a cut-off of 8.1 ng/mL, CSF Hsp72 has a sensitivity of 79% and a specificity of 94% for predicting bacterial meningitis. We therefore conclude that CSF extracellular Hsp72 levels are elevated in critically ill children with bacterial meningitis versus controls. Hsp72 potentially offers clinicians improved diagnostic information in distinguishing bacterial meningitis from other processes

A self-determination theory approach to understanding the antecedents of teachers' motivational strategies in physical education

Physical Education (PE) teachers can influence students’ self-determination through the motivational strategies that they use. The present study examined how teachers’ reported use of three motivational strategies (providing a meaningful rationale, providing instrumental help and support, and gaining an understanding of the students) were predicted by perceived job pressure, perceptions of student self-determination, and their autonomous orientation, psychological need satisfaction, and self-determination to teach. Structural equation modeling supported a model in which perceived job pressure, perceptions of student selfdetermination and teacher autonomous orientation predicted teacher psychological need satisfaction, which, in turn positively influenced teacher self-determination. The latter positively predicted the use of all three strategies. Direct positive effects of teachers’ psychological need satisfaction on the strategies of gaining an understanding of students and instrumental help and support were also found. In summary, factors that influence teacher motivation may also indirectly affect their motivational strategies towards students

Testing a model of antecedents and consequences of defensive pessimism and self-handicapping in school physical education

There has been very limited research on the use of self-worth protection strategies in the achievement context of school physical education (PE). Thus, this study aimed to examine some antecedents and consequences of defensive pessimism and self-handicapping. The sample comprised 534 (females n = 275; males n = 259) British pupils recruited from two schools who responded to established questionnaires. Results of structural equation modelling analysis indicated that self-handicapping and defensive pessimism were positively predicted by fear of failure and negatively predicted by competence valuation. In addition, defensive pessimism was negatively predicted by physical self-concept. In turn, defensive pessimism negatively predicted enjoyment in PE and intentions to participate in future optional PE programs. Self-handicapping did not predict enjoyment or intentions. Results from multi-sample structural equation modelling showed the specified model to be largely invariant across males and females. The findings indicate that although both strategies aim to protect one’s self-worth, some of their antecedents and consequences in PE may differ