ABSTRACT
In this chapter, we introduce and describe several motivational theories followed by a review of the research done with them in adapted physical education (APE). Because few APE researchers have used the motivational theories we discuss, our review of the literature is brief. Given the lack of research using these theories, we spend more time discussing future research directions throughout the chapter. We also discuss how theory can be used to guide practice in APE and in after-school adapted physical activity (APA) programs for children. More specifically, we discuss identity theory, expectancy value theory (EVT), competence motivation theory, self-worth theory, the transtheoretical model (TTM), and the health action process approach (HAPA). Some of the above theories are developmental in nature and have been used to guide youth sport and physical activity (PA) research with children without disabilities for the past 40 years. In contrast, other theories have more often been used with adults to understand exercise behavior. Hence, we use the lessons learned and insights gained in that research to help APE researchers avoid the mistakes made in adult and youth without disabilities research and craft meaningful research studies in APE and APA settings.
