Author(s)

Svein Olav Ulstad¹, Hallgeir Halvari², Øystein Sørebø², Edward L. Deci^2,3

¹Department of Physical Education and Sport Science, North University, Levanger, Norway.
²School of Business and Social Sciences, University College of Buskerud and Vestfold, Honefoss, Norway.
³Department of Clinical and Social Sciences in Psychology, University of Rochester, Rochester, NY, USA.

Field studies investigating self-determined motivation in relation to learning strategy use and its educational outcomes in physical education are lacking. The purpose of the present study was therefore to test a Self-Determination Theory (SDT; Deci & Ryan, 2000) process model of learning strategy use as it related to participation and performance in physical education courses in eighth through tenth grades. In this model, autonomy support from teachers was hypothesized to be positively related to basic psychological need satisfaction. In turn, need satisfaction was expected to be positively related to autonomous motivation and perceived competence, both of which should be positively related to learning strategy use. Finally, learning strategy use was hypothesized to be positively related to the level of participation and the performance (i.e., grades) in physical education courses. Structural equation modeling supported the SDT process model. All indirect links in the structural model were also significant.

Self-Determination Theory, Need Satisfaction, Motivation, Performance, Autonomy Support, Learning Strategies, Physical Education

Ulstad, S. , Halvari, H. , Sørebø, Ø. and Deci, E. (2016) Motivation, Learning Strategies, and Performance in Physical Education at Secondary School. Advances in Physical Education, 6, 27-41. doi: 10.4236/ape.2016.61004.