Laboratory of Social Research on Physical Activity, Department of Physical Education and Sport Science at Serres, Aristotle University of Thessaloniki, Greece.
Res Dev Disabil. 2011 Nov-Dec;32(6):2674-82. doi: 10.1016/j.ridd.2011.06.005. Epub 2011 Jul 13.
The purpose of the current article is to highlight the potential of self-determination theory (SDT) to inform the teaching practices of physical education (PE) teachers. Such practices may enhance motivational levels for participation in physical activity (PA) for children with developmental coordination disorder (DCD). First, we review the research in PE demonstrating links between teachers' interpersonal style, teaching methods, and outcomes relating to both students' motivation and motor skill improvement. Second, we outline the SDT mechanism through which the practices employed by PE teachers to support students' psychological needs for autonomy, competence, and relatedness may effect positive changes in the motivation and the physical activity behaviour of children with DCD. Third, we present an overview of findings on the effectiveness of need-supporting practices used by PE teachers. Fourth, we provide directions for future motivational research using the SDT principles in school physical education for children with DCD.
本文的目的是强调自我决定理论（SDT）在为体育教师的教学实践提供信息方面的潜力。这种实践可能会提高有发展性协调障碍（DCD）的儿童参与体育活动（PA）的动机水平。首先，我们回顾了在体育教育方面的研究，这些研究表明了教师的人际风格、教学方法与学生的动机和运动技能提高的结果之间的联系。其次，我们概述了 SDT 的机制，即体育教师为支持学生的自主、能力和相关的心理需求而采用的实践，可以对 DCD 儿童的动机和体育活动行为产生积极的变化。第三，我们概述了体育教师使用的支持需求的实践的有效性的研究结果。第四，我们为在有 DCD 的儿童的学校体育教育中使用 SDT 原则进行未来的动机研究提供了方向。
