Sami Yli-Piipari

TL;DR: Results showed that fundamental movement skills predicted METs, light, moderate, and vigorous intensity physical activity levels, whereas fitness predictedMETs, moderate and vigorousPhysical activity levels.

TL;DR: The results revealed that students may be motivated towards physical education lessons both intrinsically and extrinsically, and still experience enjoyment in physical education, and raised an interesting question whether students engaging inphysical education benefit more from the presence of both self-determined and non-self-d determined forms of motivation.

TL;DR: Results derived from path analyses indicated that task-involving motivational climate predicted enjoyment in physical education via perceived physical competence and intrinsic motivation in both girls and boys, and supported previous findings of Vallerand et.

TL;DR: This article examined how teacher-initiated motivational climate can increase student motivation and positive affective responses in physical education along with their physical activity (PA) participation, and whether motivational climate has a longitudinal effect across middle school.

TL;DR: This article investigated the role of motivational climates, perceived competence and motivational regulations as antecedents of self-reported physical activity during junior high school years, and found that perceived competence was statistically significant mediators between task-involving motivational climate and self reported physical activity.