Deci, E. L., & Ryan, R. M. (1985). Intrinsic motivation and self-determination in human behavior. New York: Plenum. D
“Human motivation is based not in these drives (non-nervous system tissue needs) but rather in a set of innate psychological needs” (Deci & Ryan, 1985). The book discusses three such needs: Self-determination, competence, and interpersonal relatedness. It stresses that Self-Determination Theory is a working theory and examines the structures that relate to the above needs. Deci and Ryan uses a variety of motivational theories to help explain human behavior and what contributes to intrinsic motivation. I used this book for my inquiry because it provides a holistic view of the Self-Determination Theory and how it relates to sport.
Hall, C. (2014). Motivation and participation of junior high students in physical education classes
This article explores the reasons why junior high school students lack motivation to participate in physical education. Program evaluations were conducted across different school districts in the United States and found a significant decrease in participation in physical education between middle school and high school. Hall suggests that participating in physical education requires some type of motivation whether it is intrinsic or extrinsic and current research has suggested a direct relationship between participation and motivation in relation to student behavior in physical education. Through both qualitative and quantitative research methods, Hall found that students in physical education are lacking choices, fear what their peers say lack positive relationships with their teachers and do not understand the importance of certain activities. I have drawn on these ideas throughout the inquiry process and how using the self-determination theory can help increase motivation within a physical education setting
Standage, M., Duda, J. L. and Ntoumanis, N. (2005), A test of self-determination theory in school physical education. British Journal of Educational Psychology, 75: 411–433
Despite the Self Determination Theory (Deci & Ryan, 1985) being applied successfully to the educational domain for over a decade, Standage, Duda and Ntoumanis have taken the contemporary research and used the framework within a physical education setting. The study sought to provide a more comprehensive test of self-determination theory and found that autonomy, competency, and relatedness’s positively predicted satisfaction. From this study, I gained valuable insight on how this theory can increase intrinsic motivation within a classroom.
Perlman, D. (2013). Manipulation of the self-determined learning environment on student motivation and affect within secondary physical education. Physical Educator, 70(4), 413-428.
“Secondary Physical Education has become a popular area of inquiry because students are not meeting overarching goals of PE programs, are less motivated, and demonstrate negative affects while in class” (Perlman, 2013). Perlman examines pedagogical approaches that support student motivation as a way to solve the above issues. He found that engagement in a highly autonomy supportive learning environment significantly increased secondary physical education students overall motivation. This study provides evidence that you can use aspects of Self-Determination Theory within a physical education class to help motivate your students.