- How do unconscious motivational needs (i.e., implicit motives) influence physiological, cognitive, affective, and behavioral responses to incentives? - How can implicit motives be measured? - How are they shaped by culture, how do they influence political and societal processes? - Why are they often mismatched with the explicit beliefs people have about their motivational needs and what are the consequences of such mismatches? - How can we use knowledge about implicit motives in clinical, business, and school contexts to help people achieve their goals? These are some of the topics this comprehensive book presents in 18 clearly written chapters, contributed by leading authorities in the field. It represents a state-of-the-art reference for all researchers and practitioners interested in human motivation. Bringing together exciting new research on a central topic in human motivation, this volume is an important addition to the libraries of personality, social, and cognitive psychologists, affective and social neuroscientists, clinical psychologists, as well as graduate students in these fields and practitioners.

This book outlines an approach to teaching and learning in physical education that prioritises meaningful experiences for pupils, using case studies to illustrate how practitioners have implemented this approach across international contexts. Prioritising the idea of meaningfulness positions movement as a primary way to enrich the quality of young people’s lives, shifting the focus of physical education programs to better suit the needs of contemporary young learners and resist the utilitarian health-oriented views of physical education that currently predominate in many schools and policy documents. The book draws on the philosophy of physical education to articulate the main rationale for prioritising meaningful experiences, before identifying potential and desired outcomes for participants. It highlights the distinct characteristics of meaningful physical education and its content, and outlines teaching and learning principles and strategies, supported by pedagogical cases that show what meaningful physical education can look like in school-based teaching and in higher education-based teacher education. With an emphasis on good pedagogical practice, this is essential reading for all pre-service and in-service physical education teachers or coaches working in youth sport.

Heutagogy, or self-determined learning, redefines how we understand learning and provides some exciting opportunities for educators. It is a novel approach to educational practice, drawing on familiar concepts such as constructivism, capability, andragogy and complexity theory. Heutagogy is also supported by a substantial and growing body of neuroscience research. Self-Determined Learning explores how heutagogy was derived, and what this approach to learning involves, drawing on recent research and practical applications. The editors draw together contributions from educators and practitioners in different fields, illustrating how the approach can been used and the benefits its use has produced. The subjects discussed include: the nature of learning, heutagogy in the classroom, flexible curriculum, assessment, e-learning, reflective learning, action learning and research, and heutagogy in professional practice settings.

This is the first in-depth guide to global community psychology research and practice, history and development, theories and innovations, presented in one field-defining volume. This book will serve to promote international collaboration, enhance theory utilization and development, identify biases and barriers in the field, accrue critical mass for a discipline that is often marginalized, and to minimize the pervasive US-centric view of the field.