Cheon, S. H., Reeve, J., & Moon, I. S. (2012). Experimentally Based, Longitunally Designed, Teacher-Focused Intervention to Help Physical Education Teachers Be More Autonomy Supportive Toward Their Students. Journal of Sport & Exercise Psychology, 34, 365-396.

has been cited by the following article:

• TITLE: Motivation, Learning Strategies, and Performance in Physical Education at Secondary School

  AUTHORS: Svein Olav Ulstad, Hallgeir Halvari, Øystein Sørebø, Edward L. Deci

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

  JOURNAL NAME: Advances in Physical Education, Vol.6 No.1, February 14, 2016

  ABSTRACT: 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.