Baumeister, R., & Leary, M. R. (1995). The need to belong: Desire for interpersonal

attachments as a fundamental human motivation. Psychological Bulletin, 117,

497-529.

 

Deci, E.L., & Ryan, R.M. (1985). Intrinsic motivation and self-determination in human

behavior. New York: Plenum.

 

Deci, E. L., & Ryan, R. M. (2002). Handbook of self-determination research.

Rochester, NY: The University of Rochester Press.

 

Ferrer-Caja, E., & Weiss, M. R. (2000). Predictors of intrinsic motivation among

adolescent students in physical education, Research Quarterly for Exercise

and Sport, 71(3), 267-279.

 

Kenny, D.A., & La Voie, L. (1985). Separating individual and group effects. Journal

of Personality and Social Psychology, 48, 339-348

 

Legault, L., Green-Demers, I., & Pelletier, L.G. (2006). Why do high school students

lack motivation in the classroom? Toward an understanding of academic

amotivation and the role of social support. Journal of Educational Psychology,

98, 567–582.

 

Taylor, I., & Ntoumanis, N., Standage, M., & Spray, C. (2010). Motivational

predictors of physical education students’ effort, exercise intentions, and

leisure-time physical activity: A multilevel linear growth analysis. Journal

of Sport and Exercise Psychology, 32, 99-120.

 

Ntoumanis, N., Pensgaard, A., Martin, C., & Pipe, K. (2004). An idiographic analysis

of amotivation in compulsory school physical education, Journal of Sport and

Exercise Psychology, 26, 197-214.

 

Perlman, D.J. (2010). Changes in affect and needs satisfaction of the amotivated student

with the sport education model. Journal of Teaching in Physical Education.

29(4), 433-445.

 

Perlman, D.J. (2011). Examination of self-determined motivation within the sport

education model. Asia-Pacific Journal of Health, Sport and Physical Education,

2, 79-96.

 

Perlman, D.J. (2012a). An examination of amotivation within the sport education

model. Asia-Pacific Journal of Health, Sport and Physical Education.

 

Perlman, D.J. (2012b). The influence of the sport education model on the amotivated

students in-class physical activity. European Physical Education Review.

18(3), 335 – 345.

 

Perlman, D.J. (2013a). Manipulation of the social context on in-class physical activity.

Journal of Teaching in Physical Education, 32, 42 – 60.

 

Perlman, D.J. (2013b). Manipulation of the social context on needs support,

motivation and affect. Physical Educator. 70(4), 413 – 428.

 

Perlman, D.J. (2014). Help motivate the amotivated by being a supportive teacher.

Physical Education and Sport Pedagogy.

 

Perlman, D.J., & Goc Karp, G. (2010). A self-determined perspective of the sport

education model. Physical Education and Sport Pedagogy. 15(4), 401-418.

 

Reeve, J. (2009). Why teachers adopt a controlling motivating style toward students

and how they can become more autonomy supportive. Educational

Psychologist, 44, 159-175.

 

Reeve, J., Jang, H., Carrell, D., Jeon, S., & Barch, J. (2004). Enhancing students’

engagement by increasing teachers’ autonomy support. Motivation and

Emotion, 28, 147-169.

 

Sheldon, K.M. & Filak, V. (2008). Manipulating autonomy, competence, and relatedness

support in a game-learning context: New evidence that all three needs matter.

British Journal of Social Psychology, 47, 267-283.

 

Shen, B., Li, W., Sun, H., & Rukavina, P. (2010). The influence of inadequate teacher

to-student social support on amotivation of physical education students. Journal

of Teaching in Physical Education, 29, 417–432

 

Siedentop, D. (1994). Sport education: Quality P.E. through positive sport

experiences. Champaign, IL: Human Kinetics.

 

Silverman, S & Ennis, D. (2003). Student Learning in Physical Education: Applying

Research to Enhance Instruction, Human Kinetics, Illinois.

 

Skinner, E., Furrer, C., Marchand, G., & Kindermann, T. (2008). Engagement and

disaffection in the classroom: Part of a larger motivational dynamic? Journal

of Educational Psychology, 100, 765–781.

 

Standage, M., Duda, J.L., & Ntoumanis, N. (2005). A test of self-determination theory

in school physical education. The British Journal of Educational Psychology,

75, 411– 433.

 

Subramaniam, P. R. (2009). Motivational effects of interest on student engagement

and learning in physical education: A review, International Journal of

Physical Education, 46(2) 11 – 19.

 

Tessier, D., Sarrazin, P & Ntoumanis, N. (2008). The effects of an experimental

programme to support students’ autonomy on the overt behaviours of physical

education teachers. European Journal of Psychology of Education, 23(3), 239-

253.

 

Tessier, D., Sarrazin, P., & Ntoumanis, N. (2010). The effect of an intervention to

improve newly qualified teachers’ interpersonal style, students’ motivation

and psychological need satisfaction in sport-based physical education.

Contemporary Educational Psychology, 35, 242-253.

 

Van den Berghe, L., Vansteenkiste, M., Cardon, G., Kirk, D., & Haerens, L. (2014).

Research on self-determination in physical education: Key findings and

proposals for future research. Physical Education and Sport Pedagogy, 19, 97-

121.

 

Vlachopoulos, S. P., Katartzi, E. S., & Kontou, M. G. (2011). The basic psychological

needs in physical education scale. Journal of Teaching in Physical Education,

30, 263-280.

 

Wallhead, T.L., Garn, A., Vidoni, C., & Youngberg, C. (2013). Game play

participation of amotivated students during Sport Education. Journal of

Teaching Physical Education, 32, 149-165.

 

Wallhead, T. L., & Ntoumanis, N. (2004). Effects of a sport education intervention on

students’ motivational responses in physical education, Journal of

Teaching in Physical education, 23, 4-18.