Статті в журналах: "Physical education theory"

1

Jewett, Ann E. "Curriculum theory in physical education." International Review of Education 35, no. 1 (1989): 35–49. http://dx.doi.org/10.1007/bf00597682.

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2

O'g'li, Saburov Artur Koklen. "Physical education theory and methodology." ACADEMICIA: An International Multidisciplinary Research Journal 12, no. 10 (2022): 176–79. http://dx.doi.org/10.5958/2249-7137.2022.00826.6.

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3

Nishio, Tatsuo, and Toshihiro Aburano. "Nagai's Theory of National Physical Education." Taiikugaku kenkyu (Japan Journal of Physical Education, Health and Sport Sciences) 40, no. 4 (1995): 205–20. http://dx.doi.org/10.5432/jjpehss.kj00003391400.

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4

Kirk, David, and Doune Macdonald. "Situated Learning in Physical Education." Journal of Teaching in Physical Education 17, no. 3 (April 1998): 376–87. http://dx.doi.org/10.1123/jtpe.17.3.376.

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In this paper we argue that a version of situated learning theory, as one component of a broader constructivist theory of learning in physical education, can be integrated with other forms of social constructionist research to provide some new ways of thinking about a range of challenges currently facing physical educators, such as the alienation of many young people from physical education. The paper begins with a brief comment on some uses of the term “constructivism” in the physical activity pedagogy literature, then provides a more detailed outline of some of the key tenets of Lave and Wenger’s (1991) theory of situated learning. We then go on to show how this theory of situated learning can be applied to thinking about the social construction of school physical education, using the example of sport education.

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5

Dostálová, Iva. "Theory and practice in health physical education." Tělesná kultura 34, no. 2 (March 1, 2011): 113–25. http://dx.doi.org/10.5507/tk.2011.016.

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6

Reid, Andrew. "Knowledge, Practice and Theory in Physical Education." European Physical Education Review 2, no. 2 (October 1996): 94–104. http://dx.doi.org/10.1177/1356336x9600200202.

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7

Stănescu, Monica. "Planning Physical Education – from Theory to Practice." Procedia - Social and Behavioral Sciences 76 (April 2013): 790–94. http://dx.doi.org/10.1016/j.sbspro.2013.04.207.

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8

Cuevas, Ricardo, Luis Miguel García-López, and Jaime Serra-Olivares. "Sport education model and self-determination theory." Kinesiology 48, no. 1 (2016): 30–38. http://dx.doi.org/10.26582/k.48.1.15.

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Using self-determination theory as a guiding framework, this study analyzed the impact of the Sport Education Model in self-determination and motivation, psychological basic need thwarting, enjoymentsatisfaction, boredom, and intention to be physically active in Physical Education (PE) of secondary school students in Spain. Two groups were selected for the study: an experimental group (EG; n=43), which received 19 volleyball lessons following the Sport Education Model, and a control group (CG; n=43), which received 19 traditional Physical Education lessons. Pre- and post-intervention measures were taken in both groups. The results showed significant improvements in intrinsic motivation in EG. The results are discussed, and the suitability of the Sport Education Model to improve self-determined behaviors in Physical Education is emphasized.

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9

Lawson, Hal A. "Future Research on Physical Education Teacher Education Professors." Journal of Teaching in Physical Education 10, no. 3 (April 1991): 229–48. http://dx.doi.org/10.1123/jtpe.10.3.229.

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Conceptual and methodological limitations are evident in the previous research on physical education teacher education (PETE) professors. The developing literature on professors in all fields, career theory, and occupational socialization theory may be blended to build a conceptual framework for future research. This framework illuminates influences on and questions about PETE professors’ work lives, role orientations, productivity, and affiliations. It also invites autobiographical, developmental, longitudinal, and action-oriented research perspectives. Several benefits may be derived from research on PETE professors, including improved career-guidance and faculty-development systems.

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10

Martin, Jeffrey J., and Pamela Hodges Kulinna. "Self-Efficacy Theory and the Theory of Planned Behavior: Teaching Physically Active Physical Education Classes." Research Quarterly for Exercise and Sport 75, no. 3 (September 2004): 288–97. http://dx.doi.org/10.1080/02701367.2004.10609161.

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11

Cole, Emily, Terry M. Wood, and John M. Dunn. "Item Response Theory: A Useful Test Theory for Adapted Physical Education." Adapted Physical Activity Quarterly 8, no. 4 (October 1991): 317–32. http://dx.doi.org/10.1123/apaq.8.4.317.

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Tests constructed using item response theory (IRT) produce invariant item and test parameters, making it possible to construct tests and test items useful over many populations. This paper heuristically and empirically compares the utility of classical test theory (CTT) and IRT using psychomotor skill data. Data from the Test of Gross Motor Development (TGMD) (Ulrich, 1985) were used to assess the feasibility of fitting existing IRT models to dichotomously scored psychomotor skill data. As expected, CTT and IRT analyses yielded parallel interpretations of item and subtest difficulty and discrimination. However, IRT provided significant additional analysis of the error associated with estimating examinee ability. The IRT two-parameter logistic model provided a superior model fit to the one-parameter logistic model. Although both TGMD subtests estimated ability for examinees of low to average ability, the object control subtest estimated examinee ability more precisely at higher difficulty levels than the locomotor subtest. The results suggest that IRT is particularly well suited to construct tests that can meet the challenging measurement demands of adapted physical education.

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12

Seo, Jangwon. "Introduction to the Theory of Cultural Physical Education." Korean Journal of Sport Pedagogy 28, no. 1 (January 31, 2021): 29–56. http://dx.doi.org/10.21812/kjsp.2021.1.28.1.29.

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13

Mei, Feng Xi, and Yong Qiang Bian. "Study on Psychology Teaching Theory in Physical Education." Advanced Materials Research 143-144 (October 2010): 181–85. http://dx.doi.org/10.4028/www.scientific.net/amr.143-144.181.

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Physical education is an important component of school education, as a leader of school must be updated ideas and attach the development of each discipline. At the same time physical education teachers can draw attention of school leaders through to their own behavior and the actual work results, through publicize physical education assignment, role and the important position in school education to raise awareness of teachers and students to the sports so that they respect and understand the work of PE teachers and less misunderstand and prejudice. At the same time, it will cause some subjective psychological factors that motivation of physical activities, volitional quality of student and anxiety mood

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14

IWATA, Yasushi. "Theory of Teaching Materials in Physical Education (I)." Japanese Journal of Sport Education Studies 7, no. 2 (1987): 27–40. http://dx.doi.org/10.7219/jjses.7.2_27.

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15

IWATA, Yasushi. "Theory of Teaching Materials in Physical Education (II)." Japanese Journal of Sport Education Studies 8, no. 2 (1988): 11–23. http://dx.doi.org/10.7219/jjses.8.2_11.

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16

Wartman, Joseph. "Geotechnical Physical Modeling for Education: Learning Theory Approach." Journal of Professional Issues in Engineering Education and Practice 132, no. 4 (October 2006): 288–96. http://dx.doi.org/10.1061/(asce)1052-3928(2006)132:4(288).

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17

Miao, Chun Bo. "Study on Physical Education Model Construct." Advanced Materials Research 488-489 (March 2012): 1319–22. http://dx.doi.org/10.4028/www.scientific.net/amr.488-489.1319.

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As our existing physical education more to emphasis on skills master, so that our model of physical education teaching objectives is relatively simple, thus expense of student ability, personality and emotional training. In this paper, the basic theory of physical education model as basic, analysis of trends and structure in physical education, Analysis of the curriculum theory of new physical education model , summed up China's new physical education model design, and finally introduced the subject of several typical physical education model.

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18

Liu, Jiling, Ping Xiang, Jihye Lee, and Weidong Li. "Developing Physically Literacy in K-12 Physical Education Through Achievement Goal Theory." Journal of Teaching in Physical Education 36, no. 3 (July 2017): 292–302. http://dx.doi.org/10.1123/jtpe.2017-0030.

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The goal of physical education is to instill physical literacy within students. As an important motivation framework, achievement goal theory has been widely used to understand and explain students’ cognitive, affective, and behavioral outcomes. In this paper, we reviewed studies examining achievement goals and outcomes in K-12 physical education settings. First, we provide a brief review of the historical development of the achievement goal theoretical models (the dichotomous model, the trichotomous model, the 2 × 2 model, and the 3 × 2 model). Then, we synthesize consequences, antecedents, and interactive factors of each achievement goal construct as well as the influences of gender, age, and culture on students’ achievement goals. Finally, we discuss implications for practice and future research. We hope our review can inform physical educators and researchers and assist the application of achievement goal theory into practice.

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19

Muntian, V. S. "Theory of safety needs (about the theory of arise of physical education)." Physical education of students 18, no. 6 (December 28, 2014): 45–48. http://dx.doi.org/10.15561/20755279.2014.0609.

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Purpose: Existing theories of physical education are examinated. Material : the analysis and synthesis of more than 20 literary sources and Internet information, reflecting the general patterns of occurrence and development of physical education during birth civilization. Results : Informed that early humans lived in a permanent state of the struggle for existence, associated with the satisfaction of primary needs. Ascertain in the process of obtaining food and ensuring their own safety, people began to use the means of physical education, resulting in a conscious understanding of the phenomenon and the importance effectiveness (the result) of doing (perform) the exercises preparation. Conclusions : First put forward and substantiated the theory safety needs as one of the top priorities and the likely causes of physical education and sport, as this needs arose almost simultaneously with the appearance of a person.

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20

Han, Sangmo. "Reinterpretation of physical education based on embodied mind theory." Korean Journal of Sport Pedagogy 28, no. 1 (January 31, 2021): 57–79. http://dx.doi.org/10.21812/kjsp.2021.1.28.1.57.

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21

Kang, Hyoung-Kil, and Eunsoon Lee. "Theory developmental process for dance and physical education students." Research in Dance and Physical Education 1, no. 1 (June 30, 2017): 37–44. http://dx.doi.org/10.26584/rdpe.2017.1.1.37.

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22

Korovin, Sergey Semenovich. "Theory and organization of complex control at Physical Education." Samara Journal of Science 8, no. 1 (February 28, 2019): 253–59. http://dx.doi.org/10.17816/snv201981307.

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The quality of the directed usage of physical culture in education values, comprehensive and complex reproduction of the personality, demands a system organization of physical education processes management, which, in its turn, makes it necessary to create and realize a system of complex control of physical culture translators processes and the results of its assimilation. Complex control in this case is a system of management, organization, diagnostics and estimation actions to define the effectiveness of physical education process (processes of physical culture assimilation) and the quality of its correspondence to the established purposes-demands. The system of complex control is represented by two components - directions of its organization and realization: control of a physical education system (including control of external environment factors; physical education competences; educational environment) and the control of a physical education object (including medico biological, psychological and pedagogical forms of control concerning the basic and physical culture of the personality separately). Psychological and pedagogical control is realized with regard to total sizes of the body, physical, technical, behavior, mental and theoretical readiness as well as with regard to each component of the basic culture of the personality (ethical, aesthetic, civil, labour, intellectual (cognitive), communicative). The medico biological form of control comprises diagnostics and evaluation of physical growth data (total sizes of the body, first of all), correspondence of the passport age to the biological and functional readiness (the state of the vascular and respiratory systems), physical working capacity and physical adaptation as well as general state of health.

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23

Casey, Ashley, and Mikael Quennerstedt. "Cooperative learning in physical education encountering Dewey’s educational theory." European Physical Education Review 26, no. 4 (February 21, 2020): 1023–37. http://dx.doi.org/10.1177/1356336x20904075.

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Cooperative learning can be considered as an umbrella term for a number of classroom practices. In this paper we consider the educative nature of cooperative learning in physical education, and we have challenged ourselves to examine how cooperative learning can enhance the education of young people. We do this by revisiting cooperative learning’s Deweyan foundations and hold that such a move would be a constructive way forward for cooperative learning in physical education. We argue that there is a risk, in not going back to its educational roots, that cooperative learning might just become another way to teach, for example, games or sports, and that it currently puts too much emphasis on destination rather than journey. We suggest that using Dewey’s idea of education and experience would add: a situational element, a directional element, a temporal element, a communal element and an educative element. In this way, the use of cooperative learning in physical education can move away from exclusively developing students’ skills, towards an open-ended process of becoming where a diversity of students transform and are being transformed by one another.

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24

Rauk, Reva P. "Knowledge Integration: Theory to Practice in Physical Therapy Education." Journal of Physical Therapy Education 17, no. 1 (2003): 39–47. http://dx.doi.org/10.1097/00001416-200301000-00007.

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25

Sun, Haichun, Weidong Li, and Bo Shen. "Learning in Physical Education: A Self-Determination Theory Perspective." Journal of Teaching in Physical Education 36, no. 3 (July 2017): 277–91. http://dx.doi.org/10.1123/jtpe.2017-0067.

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The purpose of this study was to review the literature relevant to learning in physical education (PE) according to the self-determination theory (SDT). In this literature review, we first provide an overview of SDT. Second, we discuss students’ SDT-related motivational profiles in PE. Third, we illustrate the relationships among students’ perceptions of the nature of an autonomy-supportive or controlling learning environment, need satisfaction, and self-determined motivation. Fourth, we explore the impact of SDT on students’ learning in PE with respect to the cognitive, psychomotor, and affective learning domains. Finally, we articulate the pedagogical implications on the basis of the reviewed SDT research and future directions for SDT research in PE.

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26

Ntoumanis, Nikos, and Martyn Standage. "Motivation in physical education classes." Theory and Research in Education 7, no. 2 (June 25, 2009): 194–202. http://dx.doi.org/10.1177/1477878509104324.

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This article presents a brief overview of empirical studies in school physical education (PE) that have employed self-determination theory (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.

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27

Tripp, April, and Claudine Sherrill. "Attitude Theories of Relevance to Adapted Physical Education." Adapted Physical Activity Quarterly 8, no. 1 (January 1991): 12–27. http://dx.doi.org/10.1123/apaq.8.1.12.

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This paper emphasizes that attitude research in adapted physical education must become increasingly theory oriented. Likewise, teacher training must broaden to include scholarly study in relation to social psychology and attitude theory. To facilitate progress in this direction, nine attitude theories have been abstracted from the literature and reviewed under four general headings: learning-behavior theories, cognitive integration theories, consistency theories, and reasoned action theory. Individual theories presented are (a) contact, (b) mediated generalization, (c) assimilation-contrast or persuasive communication, (d) stigma, (e) interpersonal relations, (f) group dynamics, (g) cognitive dissonance, and (h) reasoned action. Illustrations of how each theory applies to selected studies in adapted physical education research and practice are offered, and a lengthy reference list provides both primary and secondary sources for the further study of attitudes.

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28

오승현. "The justification theory of physical education: The reason why physical education is requested in ‘emotional capitalism’ society." Korean Journal of Sport Science 29, no. 3 (September 2018): 566–90. http://dx.doi.org/10.24985/kjss.2018.29.3.566.

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29

Ball, James W., Kimberly A. Maljak, Matthew R. Bice, Julia Valley, and Thomas Parry. "Exploring the Relationship Between Self-Determination Theory and Physical Education Teachers Meeting Recommended Weekly Physical Education Minutes." Physical Educator 76, no. 5 (2019): 1306–18. http://dx.doi.org/10.18666/tpe-2019-v76-i5-9100.

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30

TOKUSHIMA, Yuya. "Study of the Siedentop’s Thought of Physical Education:Comparing with Humanistic Physical Education Theory." Journal of the Philosophy of Sport and Physical Education 41, no. 1 (2019): 17–32. http://dx.doi.org/10.9772/jpspe.41.1_17.

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31

Prystupa, E., M. Danylevych, and O. Romanchuk. "Physical Education Teachers Training in Austria." Scientific Journal of National Pedagogical Dragomanov University Series 15 Scientific and pedagogical problems of physical culture (physical culture and sports), no. 8(128) (December 28, 2020): 155–59. http://dx.doi.org/10.31392/npu-nc.series15.2020.8(128).33.

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The article is devoted to the issues of professional training of physical education teachers in Austria since 1946 (the end of Second World War) till 1970 (changes of laws and regulations). The is to study the Austrian experience of training physical education aim of the paper teachers at different historical stages. To achieve the goal, a set of general scientific and pedagogical research methods have been used: bibliographic search, historical-genetic, interpretive-analytical ones, systematization, generalization, analysis, synthesis. The results of scientific research showed that during the first postwar decades in Austria there was a denazification of curricula for physical education / sports teachers, the gradual destruction of ideological strata, reducing the politicization of educational processes, reorientation to progressive ideas and traditions of pre-Nazi professional education. This stage of development of teachers professional education is characterized by numerous attempts to improve the curriculum by balancing theory and practice, normative and variable components, different cycles of training. There is a qualitative update of the theory and practice of school physical education, modernization of the educational process in the institutes of physical education at the Universities of Vienna, Graz, Innsbruck and Salzburg in accordance with current trends in science, technology, education and other spheres of public life.

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32

Standage, Martyn, Joan L. Duda, and Nikos Ntoumanis. "A test of self-determination theory in school physical education." British Journal of Educational Psychology 75, no. 3 (September 2005): 411–33. http://dx.doi.org/10.1348/000709904x22359.

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33

Klimas, Nela, and Ida Laudańska-Krzemińska. "The preparation of physical education students for health education lessons – theory and reality." Quality in Sport 1, no. 2 (June 30, 2015): 43. http://dx.doi.org/10.12775/qs.2015.010.

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34

Martin, Jeffrey J., and Pamela H. Kulinna. "A Social Cognitive Perspective of Physical Activity Related Behavior in Physical Education." Journal of Teaching in Physical Education 24, no. 3 (July 2005): 265–81. http://dx.doi.org/10.1123/jtpe.24.3.265.

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The purpose of the current study was to examine student and teacher physical activity-related behavior using the theory of planned behavior and self-efficacy theory. Although teachers reported an overwhelmingly positive attitude toward teaching physical activity lessons to promote fitness development, they only devoted 4% of their class time to actually demonstrating and promoting fitness. Students were quite sedentary during class spending 61% of class time sitting, standing or lying down. Using hierarchical regression analyses, teachers’ attitudes toward teaching physically active physical education classes accounted for 50% of the variance in teachers’ intention. Teachers who demonstrated/promoted fitness and who limited their general instruction and management of students were more likely to have students involved in moderate to vigorous physical activity than teachers who spent less time demonstrating/promoting fitness and more time in general instruction and management.

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35

Daum, David N., and Amelia M. Woods. "Physical Education Teacher Educator’s Perceptions Toward and Understanding of K-12 Online Physical Education." Journal of Teaching in Physical Education 34, no. 4 (October 2015): 716–24. http://dx.doi.org/10.1123/jtpe.2014-0146.

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K-12 online physical education (OLPE) is as an educational opportunity in at least 30 states in the US (NASPE, 2006; 2010; 2012). The purpose of this study was to examine physical education teacher educators’ perceptions toward and understanding of K-12 OLPE. Bandura’s Social Cognitive Theory (1986) served as the theoretical framework for this study. Data were collected utilizing semistructured open-ended interviews. Participants (N = 25) were current physical education teacher education (PETE) faculty members at universities granting bachelor’s degrees in physical education certification. Participants believed that NASPE (2004) National Physical Education Standards could be met online, except for Standard 1, which relates to motor skill competency. Participants were almost unanimous in their beliefs that OLPE should not be designed for elementary-aged children, but is viable at the high school level. This study provided initial insight into PETE faculty members’ knowledge about and perceptions of K-12 OLPE, however additional research is warranted.

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36

Marshall, Jill A., and Erica Slate Young. "Preservice teachers' theory development in physical and simulated environments." Journal of Research in Science Teaching 43, no. 9 (November 2006): 907–37. http://dx.doi.org/10.1002/tea.20124.

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37

Deltete, Robert J. "HAWKING ON GOD AND PHYSICAL THEORY." Zygon� 30, no. 4 (December 1995): 635–42. http://dx.doi.org/10.1111/j.1467-9744.1995.tb00099.x.

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38

Chapkovich, Zhanna A., and Valentina I. Revyakina. "PROFESSIONAL SOCIALIZATION OF STUDENTS IN PHYSICAL EDUCATION: THEORY AND PRACTICE." Vestnik Tomskogo gosudarstvennogo universiteta, no. 420 (July 1, 2017): 179–83. http://dx.doi.org/10.17223/15617793/420/27.

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39

ABE, Goro. "Toward the foundation of human-becoming theory in physical education." Journal of the Philosophy of Sport and Physical Education 27, no. 2 (2005): 9–30. http://dx.doi.org/10.9772/jpspe1979.27.2_9.

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40

KAMASAKI, Futoshi. "The Range of the Theory of ^|^ldquo;Physical Education^|^rdquo;." Journal of the Philosophy of Sport and Physical Education 29, no. 1 (2007): 47–66. http://dx.doi.org/10.9772/jpspe1979.29.47.

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41

Pill, Shane. "Teaching Australian Football in Physical Education: Constraints Theory in Practice." Strategies 26, no. 1 (January 2013): 39–44. http://dx.doi.org/10.1080/08924562.2012.750998.

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42

Robinson, June P. "Making Connections: From Theory to Practice in Adapted Physical Education." Adapted Physical Activity Quarterly 21, no. 3 (July 2004): 301–2. http://dx.doi.org/10.1123/apaq.21.3.301.

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43

Saugy, Jonas J., Océane Drouet, Grégoire P. Millet, and Vanessa Lentillon‐Kaestner. "A systematic review on self‐determination theory in physical education." Translational Sports Medicine 3, no. 2 (November 27, 2019): 134–47. http://dx.doi.org/10.1002/tsm2.121.

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44

Jones, Cherese Farrah, and CJ Rouw. "Values-Based Physical Education and Teacher Education in South Africa." African Journal of Teacher Education 11, no. 1 (July 20, 2022): 218–45. http://dx.doi.org/10.21083/ajote.v11i1.6716.

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This qualitative research presents PE (Physical Education) teacher training workshops (TTW) which were developed and evaluated through the teachers’ feedback and reflections. Its goal was to create a PE programme enriched with the values of Olympism and Ubuntuism based on the idea that values-based education offers an investment in individual and societal improvement by implementing a values framework. Participatory action research was used to determine how data was collected, analysed, and presented on an ongoing, cyclical basis. The theoretical perspectives of the experiential learning theory and the cooperative learning theory were applied to teaching PE during the in-service physical education TTW. Ten PE teachers from five schools in the Tshwane District of South Africa participated as they best informed the research question and enhanced their understanding of the phenomenon under study. The TTW assisted in building and supporting PE pedagogical knowledge as teachers critically reflected on the diversity and inclusivity of their PE class context. An examination of the wide variety of teaching strategies, specifically used during teachable moments, that were employed throughout this study could be linked to the clarification of the values of Olympism and Ubuntuism. This research developed material for PE, which underpins the set of values of Olympism and Ubuntuism as core values that were modeled by teachers and guided their work. The TTW in a values-based PE programme builds and supports the teachers’ pedagogical knowledge to plan, deliver and access quality PE. Participatory action research and its reflective practice positively influenced the teachers' PE practice as it assisted the researchers and the participating teachers in a collective, self-reflective, inquiry.

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45

Sato, Takahiro, Justin A. Haegele, and Rachel Foot. "In-Service Physical Educators’ Experiences of Online Adapted Physical Education Endorsement Courses." Adapted Physical Activity Quarterly 34, no. 2 (April 2017): 162–78. http://dx.doi.org/10.1123/apaq.2016-0002.

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The purpose of this study was to investigate in-service physical education (PE) teachers’ experiences during online adapted physical education (APE) graduate courses. Based on andragogy theory (adult learning theory) we employed a descriptive qualitative methodology using an explanatory case study design. The participants (6 female and 3 male) were in-service PE teachers enrolled in an online graduate APE endorsement program. Data collection included journal reflection reports and face-to-face interviews. A constant comparative method was used to interpret the data. Three interrelated themes emerged from the participants’ narratives. The first theme, instructor communication, exposes the advantages and disadvantages the participants perceived regarding communication while enrolled in the online APE graduate courses. The second theme, bulletin board discussion experiences, described participants’ perceptions of the use of the bulletin board discussion forum. Lastly, the final theme, assessment experiences, described how the participants learned knowledge and skills through online courses related to assessment and evaluation.

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Jin, Jooyeon, and Joonkoo Yun. "Predicting Adolescents’ Physical Activity in Physical Education using an Extended Theory of Planned Behavior." Korean Association For Learner-Centered Curriculum And Instruction 18, no. 3 (February 12, 2018): 907–33. http://dx.doi.org/10.22251/jlcci.2018.18.3.907.

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Djordjic, Visnja, and Tatjana Tubic. "Self-determination theory and understanding of student motivation in physical education instruction." Zbornik Instituta za pedagoska istrazivanja 42, no. 1 (2010): 128–49. http://dx.doi.org/10.2298/zipi1001128d.

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Physical education is considered to be a favorable context for accomplishment of important educational outcomes and promotion of physical activity in children and youth. The real scope of physical education instruction largely depends on student motivation. Self-determination theory, as a specific macrotheory of motivation, offers a rewarding framework for understanding student motivation in physical education instruction. The paper presents the basic tenets of self-determination theory, the most important studies in the domain of physical education and didactic and methodical implications. Two mini-theories within the self-determination theory are analyzed in more detail, the cognitive evaluation theory and the organismic integration theory. Empirical verification of the theoretical tenets indicates the existence of typical motivational profiles of students in physical education instruction, the basic psychological needs as mediators of influence of social and interpersonal factors on student motivation, followed by the importance of motivational climate, students' goal orientations and teaching style for self-determination of students' behavior in physical education instruction. Didactic and methodical implications refer to the need for developing a more flexible curriculum of physical education, encouraging a motivational climate, task-focused goal orientations, and, especially, encouraging the perceived moving competence of the student.

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Luo, Ping. "Research on College Physical Education Reform Method based on Multiple Intelligences Theory." BCP Education & Psychology 3 (November 2, 2021): 127–32. http://dx.doi.org/10.54691/bcpep.v3i.24.

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With the development of the times, people put forward higher and higher requirements for teaching, as well as physical education “Multiple Intelligences Theory" is applied in teaching reform in many fields. Multiple intelligences theory also plays a key role in sports teaching reform and promotes the development of sports teaching reform. The application of Multiple Intelligences Theory in physical education makes up for many shortcomings in traditional physical education. The teaching of eight kinds of intelligent organization courses is not only consistent with the spirit of quality education, but also aims to build a new physical education model suitable for students' comprehensive development in view of the shortcomings of traditional physical education and the needs of the times. Combining the characteristics of physical education teaching and the actual situation of students, it discusses how to apply Multiple Intelligences Theory to cultivate students' comprehensive intelligence in school physical education, in order to provide theoretical reference for physical education teaching reform.

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Rossi, Tony. "Seeing it Differently: Physical Education, Teacher Education and the Possibilities of Personal Construct Theory." Sport, Education and Society 2, no. 2 (October 1997): 205–20. http://dx.doi.org/10.1080/1357332970020205.

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Martin, Jeffrey J., Pamela Hodges Kulinna, Robert C. Eklund, and Brett Reed. "Determinants of Teachers’ Intentions to Teach Physically Active Physical Education Classes." Journal of Teaching in Physical Education 20, no. 2 (January 2001): 129–43. http://dx.doi.org/10.1123/jtpe.20.2.129.

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The purpose of the present investigation was to examine determinants of teachers’ intentions to teach physically active physical education classes (i.e., spend at least 50% of class time with the students engaged in moderate to vigorous physical activity). Based on the theories of reasoned action, planned behavior, and self-efficacy, a model was examined hypothesizing that teachers’ intentions were determined by subjective norm, attitude, perceived behavioral control, and self-efficacy. Using hierarchical regression analyses, the theories of reasoned action and planned behavior were supported by accounting for 65% of the variance in intention due to the main effects of attitude and subjective norm, as well as their interaction effects. The role of perceived behavioral control and self-efficacy theory were not supported.

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