Johnson, T. G., Prusak, K. A., Pennington, T., & Wilkinson, C. (2011). The Effects of the Type of Skill Test, Choice, and Gender on the Situational Motivation of Physical Education Students. Journal of Teaching in Physical Education, 30, 281-295.

has been cited by the following article:

• TITLE: Autonomy, Choice, and Pupils’ Motivation—Are They Really Related?

  AUTHORS: Sima Zach, Einat Yanovich

  KEYWORDS: Curricula of Choice, Motives for Physical Activity, Physical Education Lessons

  JOURNAL NAME: Advances in Physical Education, Vol.5 No.2, April 14, 2015

  ABSTRACT: Purpose: Examining the differences in motivation between learners in schools with a choice-based physical education (PE) curriculum and those with a non-choice-based curriculum, and identifying which sport activities these students prefer, using SDT as a conceptual framework. Method: Participants were 536 pupils from grades 10 - 12 from eight schools. Four schools offered a choice- based curriculum in PE and the other operated according to a teacher-based curriculum. A questionnaire examined their PA habits in leisure time, their motives for activity in PE lessons, and their preferred activities in these lessons. Results showed that pupils in classes with no choice-based curricula reported higher levels of motives then pupils in classes with choice-based curricula. Girls reported higher level of motives than boys. Preferred areas of activity illustrated the traditional-social difference between boys and girls. Conclusion: Schools that offer choice-based curricula should sharpen the answer to the question-what constitutes a worthwhile or true choice.