Motivation is one of the most fruitful fields in sports and exercise psychology. As a relatively new motivation theory, Self-determination Theory (SDT) is widely used in the study of sports learning motivation, but there are also many problems. In this paper, the basic framework of SDT is listed by combing the domestic and foreign literatures, and then the related research on the four branches of theory and sports learning motivation is summarized, so as to sort out the research status and existing problems of SDT in the field of sports learning motivation in China. Finally, the shortcomings in this research field are summarized at the end of the article, and the future development space is prospected.

Liu Yefan. Research progress of self-determination theory in the field of sports learning motivation. Frontiers in Sport Research (2023) Vol. 5, Issue 7: 25-30. https://doi.org/10.25236/FSR.2023.050705.

[1] Xu Liyun. Overview of self-determination theory of learning motivation[J]. Journal of Taiyuan City Vocational and Technical College, 2018(11):105-107.

[2] Langdon J, Webster C, Hall T, et al. A self-determination theory perspective of student performance at the end of a volleyball unit in compulsory high school physical education[J]. Sport Scientific & Practical Aspects, 2014, 11(1):4-10.

[3] Hu Xiaoqing, Tang Yan, Huang Xia, Zhang Jialin, Fan Huiying. Research progress on the learning effect of physical education from the perspective of self-determined motivation theory[J]. Sports Science, 2020,40 (04): 67-77. 

[4] Deci EL, Ryan RM. Self-determination theory: A macrotheory of human motivation, development, and health[J]. Canadian Psychology/Psychologie canadienne, 2008, 49(3): 182-185.

[5] Harter, Susan. A new self-report scale of intrinsic versus extrinsic orientation in the classroom: Motivational and informational components.[J]. Developmental Psychology, 1981, 17(3):300-312.

[6] Wang Ting, Zheng Quanquan. Self-determination theory: a positive personality perspective[J]. Social Psychological Science, 2009(2):6.

[7] Deci EL, Ryan RM. The "what" and "why" of goal pursuits: human needs and the self-determination of behavior[J]. Psychological Inquiry, 2000, 11(4): 227-268.

[8] Deci, E. L., &Ryan, R. M. Intrinsic Motivation and Self-Determination in Human Behavior[J]. Contemporary Sociology, 1985, 3(2):23-33.

[9] Deci EL, Cascio W F, Krusell J. Cognitive evaluationtheory and some comments on the Calder and Staw critique[J]. Jpers soc psychol, 1975, 31(1): 81-85.

[10] Liu Jingdong, Zhong Boguang, Yan Gangyan. The application of self-determination theory in China population[J]. advances in psychological science, 2013,21(10):1803-1813.

[11] Lund J L, Kirk M F. Performance-based assessment for middle and high school physical education[M]. Human Kinetics Publishers, 2019:223-230.

[12] Cox A E, Smith A L, Williams L . Change in Physical Education Motivation and Physical Activity Behavior during Middle School[J] . Journal of Adolescent Health Official Publication of the Society for Adolescent Medicine, 2008, 43(5):506-513.

[13] Fin G, Baretta E, Moreno Murcia J A, et al. Autonomy Support, Motivation, Satisfaction and Physical Activity Level in Physical Education Class[J]. Universitas Psychologica, 2017,16(4).

[14] Li Haiyan, Yan Ling, Geng Jiamei, Mao Zhenming. Investigation on adolescent peer relationship based on physical education classroom[J]. Journal of Shenyang Institute of Physical Education, 2018,37(01):107-112.

[15] Chen Changzhou, Wang Hongying, Ren Shutang, Peng Guoqiang. Ways to promote students' more concentration, effort and self-confidence in physical education class: construction of theoretical model based on basic psychological needs[J]. Journal of Tianjin Institute of Physical Education, 2018,33 (04): 329-334+368.

[16] Deci EL, Ryan RM. Intrinsic and Extrinsic Motivations: Classic Definitions and New Directions.[J]. Contemp Educ Psychol, 2000, 25:54-67.

[17] Zhao Yanmei, Zhang Zhengtang, Liu Ning, Ding Mingzhi. Review on the new development of self-determination theory[J]. Journal of Management, 2016,13(07):1095-1104.

[18] Owen K B, Astell-Burt T, Lonsdale C. The Relationship Between Self-Determined Motivation and Physical Activity in Adolescent Boys[J] . Journal of Adolescent Health Official Publication of the Society for Adolescent Medicine, 2013, 53(3):420-422.

[19] Aelterman N, Vansteenkiste M, Keer H V, et al. Students' objectively measured physical activity levels and engagement as a function of between-class and between-student differences in motivation toward physical education.[J]. Journal of Sport & Exercise Psychology, 2012, 34(4):457.

[20] Zhang Liwei, Ma Qiwei. Internal motivation in sports-explanation of cognitive evaluation theory [J]. Journal of Beijing Institute of Physical Education, 1992 (04): 98-103.

[21] Jing Tian. The influence of PE teachers' leadership style on students' learning motivation-the mediating role based on self-efficacy and the moderating role of personality [C]// Summary of the 11th National Sports Science Conference. [Publisher unknown ],2019:3538.

[22] Zhang T. Relations among School Students' Self-Determined Motivation Perceived Enjoyment, Effort, and Physical Activity Behaviors[J]. Perceptual and Motor Skills, 2009, 109(3): 783-790.

[23] David, Sanchez-Oliva, Pedro, et al. Physical Education Lessons and Physical Activity Intentions Within Spanish Secondary Schools: A Self-Determination Perspective[J]. JTPE, 2014, 33(2):232-249.

[24] Chan D, Hagger M S. Self-determined forms of motivation predict sport injury prevention and rehabilitation intentions[J]. Journal of Science and Medicine in Sport, 2012, 15( 5):398-406.

[25] Jouper J , P Hassmén. Intrinsically motivated qigong exercisers are more concentrated and less stressful.[J]. American Journal of Chinese Medicine, 2008, 36(06):1051-1060.

[26] Sun Kaihong, Ji Liu. The relationship between physical education class's sense of self-support, behavior regulation and extracurricular exercise intention[J]. Journal of Physical Education, 2010,17 (02): 64-68. 

[27] Nurmi J E. Adolescent development in an age-graded context: The role of personal beliefs, goals, and strategies in the tackling of developmental tasks and standards[J]. International Journal of Behavioral Development, 1993, 16(2): 169-189.

[28] Vansteenkiste M, Niemiec C P, Soenens B. The development of the five mini-theories of self-determination theory: An historical overview, emerging trends, and future directions[J]. The decade ahead: Theoretical perspectives on motivation and achievement, 2010: 105-165.

[29] Vansteenkiste M, Lens W, Deci E L. Intrinsic Versus Extrinsic Goal Contents in Self-Determination Theory: Another Look at the Quality of Academic Motivation[J]. Educational Psychologist, 2006, 41(1):19-31.

[30] Ingledew, David, K, et al. Elucidating the roles of motives and gains in exercise participation.[J]. Sport, 2014, 3(2):116-131.

[31] Gillison F B, Standage M, Skevington S M . Relationships among adolescents' weight perceptions, exercise goals, exercise motivation, quality of life and leisure-time exercise behaviour: a self-determination theory approach[J]. Health Education Research, 2006(6):836-47.

[32] Zhang Jian, Zhang Wei, Song Yahui. Review on the development and research progress of self-determination theory[J]. Journal of University of Science and Technology Beijing (Social Science Edition), 2011,27(04):131-137.

[33] Zhang Qin, Xi Jiawen. Influence of different exercise goals and psychological mechanism[J]. Sports Culture Guide, 2010, (7): 1-5.

[34] Xiang mingqiang. the influence of exercise target content on teenagers' physical exercise and subjective vitality and its psychological mechanism[J]. China journal of sports medicine, 2014,33 (06): 552-559.