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  • About
  • The Global ETD Search service is a free service for researchers to find electronic theses and dissertations. This service is provided by the Networked Digital Library of Theses and Dissertations.
    Our metadata is collected from universities around the world. If you manage a university/consortium/country archive and want to be added, details can be found on the NDLTD website.
1

A Qualitative Approach Using the Self Determination Theory To Understand Motivation Within the Concept of Physical Literacy

McClelland, Kathryn A. 09 October 2013 (has links)
The relevance of motivation has saturated many physical literacy definitions (Mandigo et al., 2006); however, the study of motivation in this context has generated minimal attention. Thus, the purpose of this study was to explore motivation with respect to physical literacy related to self-reported variety of physical activity engagement and predilection towards physical activity. Participants included 218 male and female students in grades 4-6. Deci and Ryan’s (1985) basic needs theory guided a thematic analysis of open-ended questions from the Canadian Assessment of Physical Literacy. Results indicated participants’ engagement in a variety of physical activities, and predilection towards physical activity was influenced by self-reported need satisfaction. Competence related more to engagement in a wide variety of physical activities while relatedness was found to relate more to predilection towards physical activity. Children who engaged in their physical activities for fun, and health benefits on average participated in a greater variety of physical activities.
2

A Qualitative Approach Using the Self Determination Theory To Understand Motivation Within the Concept of Physical Literacy

McClelland, Kathryn A. January 2013 (has links)
The relevance of motivation has saturated many physical literacy definitions (Mandigo et al., 2006); however, the study of motivation in this context has generated minimal attention. Thus, the purpose of this study was to explore motivation with respect to physical literacy related to self-reported variety of physical activity engagement and predilection towards physical activity. Participants included 218 male and female students in grades 4-6. Deci and Ryan’s (1985) basic needs theory guided a thematic analysis of open-ended questions from the Canadian Assessment of Physical Literacy. Results indicated participants’ engagement in a variety of physical activities, and predilection towards physical activity was influenced by self-reported need satisfaction. Competence related more to engagement in a wide variety of physical activities while relatedness was found to relate more to predilection towards physical activity. Children who engaged in their physical activities for fun, and health benefits on average participated in a greater variety of physical activities.

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