Predicting students' physical activity and health-related well-being: a prospective cross-domain investigation of motivation across school physical education and exercise settings.

A three-wave prospective design was used to assess a model of motivation guided by self-determination theory (Ryan & Deci, 2008) spanning the contexts of school physical education (PE) and exercise. The outcome variables examined were health-related quality of life (HRQoL), physical self-concept (PSC), and 4 days of objectively assessed estimates of activity. Secondary school students (n = 494) completed questionnaires at three separate time points and were familiarized with how to use a sealed pedometer.

Self-handicapping in school physical education: The influence of the motivational climate.

Background: Self-handicapping is an attribution-related process whereby individuals create performance impediments/excuses to protect self-worth in socially evaluative environments. Thus, the prevailing motivational climate would appear to be an important factor when attempting to understand the situational self-handicapping process within school physical education.

Aims: Drawing from achievement goal theory, the study examined the effect of experimentally induced conditions (viz.

Complex regional pain syndrome.

A previously well fifty-five year-old female household helper developed complex regional pain syndrome Type II (reflex sympathetic dystrophy) following a minor injury to her left hand. She had marked hyperaesthesia and allodynia and was unable to perform her household work and to participate in the required physiotherapy. Following a series of stellate ganglion block, neurostimulation as well as physical therapy, there was a dramatic improvement in her condition and she was able to return to normal function.

Physical activity and situational motivation in physical education: influence of the motivational climate and perceived ability.

The influence of perceptions of the motivational climate and perceived ability on situational motivation and the physical activity behavior of 213 male and 229 female adolescent physical education students (M age = 12.56 years; SD = 0.96) was examined over a 3-day period.

Relationship among achievement goal orientations and multidimensional situational motivation in physical education.

Background: Contemporary research suggests that task and ego achievement goal orientations affect students' intrinsic motivation in physical education. This research has assessed intrinsic motivation as a unidimensional contruct, however, which is inconsistent with the more contemporary postulates of self-determination theory (Deci & Ryan, 1985, 1991) which states that intrinsic motivation is only one type of motivation. To date, research has not addressed whether different types of motivation at the situational level are influenced by the proneness to adopt task or ego involvement.