Andre Koka, PhD
Associate Professor of Didactics of Physical Education
CV from Estonian Research Portal

 

Contact

Institute of Sport Sciences and Physiotherapy
Faculty of Medicine
University of Tartu
5 Jakobi Street
EE 51014 Tartu
Estonia

Tel: +372 7 375382
Fax: +372 7 375373
Email: andre.koka@ut.ee
         
       
      
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Book Chapters

Koka, A. (2008). Perceived teaching behaviours and motivation in physical education: Effect of age. In T. Jurimae, N. Armstrong, J. Jurimae (Eds.), Children and Exercise XXIV: The Proceedings of the 24th Pediatric Work Physiology Meeting (pp. 71 - 74). Routledge, Taylor & Francis Group.

Hein, V., & Koka, A. (2007). Perceived feedback and motivation in physical education and physical activity. In M. S. Hagger, N. L. D. Chatzisarantis (Eds.), Intrinsic Motivation and Self-Determination in Exercise and Sport (pp. 127-140). Champaign, Il.: Human Kinetics.

Refereed Journal Articles

 Tilga, H., Hein, V., & Koka, A. (2017). Measuring the perception of the teachers’ autonomy-supportive behavior in physical education: Development and initial validation of a multi-dimensional instrument. Measurement in Physical Education and Exercise Science, 21(4), 244-255.

Koka, A. (2017). Effectiveness of a brief intervention using process-based mental simulation in promoting muscular strength in physical education. European Physical Education Review, 23(4), 412-427.

Koka, A. (2017). An intervention crossing two types of action planning with mental simulation for the promotion of physical activity among adolescents. International Journal of Adolescent Medicine and Health, 29(3), article nr 20150088. DOI: https://doi.org/10.1515/ijamh-2015-0088.

Koka, A. & Hagger M. S. (2017). A brief intervention to increase physical activity behavior among adolescents using mental simulations and action planning. Psychology, Health & Medicine, 22(6), 701-710.

Hein, V., Koka, A., & Hagger, M.S. (2015). Relationships between perceived teachers’ controlling behaviour, psychological need thwarting, anger and bullying behaviour in high-school students. Journal of Adolescence, 42, 103-114.

Koka, A. (2014). The relative roles of teachers and peers on students' motivation in physical education and its relationship to self-esteem and health-related quality of life. International Journal of Sport Psychology, 45(3), 187-213.

Koka, A. (2013). The effect of teacher and peers need support on students' motivation in physical education and its relationship to leisure time physical activity. Acta Kinesiologiae Universtitatis Tartuensis, 19, 48-62.

Koka, A. (2013). The relationships between teaching behaviours and motivation in physical education: A 1-year longitudinal study. Scandinavian Journal of Educational Research, 57(1), 33-53.

Viira, R., & Koka, A. (2012). Gender differences in health-related quality of life among Estonian adolescents: A 6-month follow-up. Acta Kinesiologiae Universitatis Tartuensis, 18, 84-93.

Viira, R., & Koka, A. (2012). Participation in afterschool sport: Relationship to perceived need support, need satisfaction, and motivation in physical education. Kinesiology, 44(2), 199-208.

Hagger, M.S., Lonsdale, A., Hein, V., Koka, A., Lintunen, T., Pasi, H., Lindwall, M., Rudolfsson, L., & Chatzisarantis, N.L.D. (2012). Predicting alcohol consumption and binge drinking in company employees: An application of planned behaviour and self-determination theories. British Journal of Health Psychology, 17(2), 379-407.

Hagger, M.S., Lonsdale, A., Koka, A., Hein, V., Pasi, H., Lintunen, T., Chatzisarantis, N.L. (2012). An intervention to reduce alcohol consumption in undergraduate students using implementation intentions and mental simulation: A cross-national study. International Journal of Behavioral Medicine, 19(1), 82-96.

Ahlbäck, K., Koka, A., & Janson, T. (2011). Estonian and Finnish graduating seniors opinions and motivation about physical education. Acta Kinesiologiae Universitatis Tartuensis, 17, 7-23.

Viira, R., & Koka, A. (2011). Health-related quality of life of Estonian adolescents: reliability and validity of the PedsQLTM 4.0 Generic Score Scales in Estonia. Acta Paediatrica, 100, 1043-1047.

Koka, A. (2010). The effect of age on relationships between perceived teaching behaviours, basic psychological needs and self-determined motivation in physical education. Acta Kinesiologiae Universitatis Tartuensis, 15, 23-34.
 
Viira, R., Koka, A. (2010). Gender effect on perceived need support from the teacher and peers in physical education. Acta Kinesiologiae Universitatis Tartuensis, 15, 101-108.

Koka, A., & Hagger, M. S. (2010). Perceived teaching behaviors and self-determined motivation in physical education: A test of self-determination theory. Research Quarterly for Exercise and Sport, 81, 74-86.

 Pihu, M., Hein, V., Koka, A., & Hagger, M. S. (2008). How students' perceptions of teachers' autonomy-supportive behaviours affect physical activity behaviour: An application of trans-contextual model. European Journal of Sport Science, 8(4): 193-204.

Koka, A., & Hein, V. (2006). Perceptions of teachers' general and informational feedback and intrinsic motivation in physical education: Two-year effects. Perceptual and Motor Skills, 103, 321-332.

 Koka, A., & Hein, V. (2006). Perceptions of teacher's positive feedback and perceived threat to sense of self in physical education: A longitudinal study. European Physical Education Review, 12(2), 165-179.

Koka, A., & Hein, V. (2005). The effect of perceived teacher feedback on intrinsic motivation in physical education. International Journal of Sport Psychology, 36(2), 91-106.

Hein, V., Müür, M., & Koka, A. (2004). Intention to be physically active after school graduation and its relationship to three types of intrinsic motivation. European Physical Education Review, 10(1), 5-19.

Koka, A., & Hein, V. (2003). Perceptions of teacher's feedback and learning environment as predictors of intrinsic motivation in physical education. Psychology of Sport and Exercise, 4(4), 333-346.

Koka, A., & Hein, V. (2003). The impact of sports participation after school on intrinsic motivation and perceived learning environment in secondary school physical education. Kinesiology, 35(1), 5-13.

Koka, A., & Hein, V. (2002). The effect of after-school sport participation with various intensity on intrinsic motivation and perceived learning environment in physical education. Acta Kinesiologiae Universitas Tartuensis, Vol. 7 (Supplement), 103-107.

Koka, A., & Hein, V. (2001). An impact of the perception of the teacher's feedback on intrinsic motivation among sixth grade schoolboys in physical education. Education. Physical Training. Sport, 4(41), 42-49.

Other Articles

Koka, A., & Hein, V. (2001). Õpetaja tagasiside ja õpikeskkonna tajumise mõju motivatsioonile kehalises kasvatuses spordiga tegelejate ja mittetegelejate õpilaste hulgas. Kehakultuuriteaduskonna teadus- ja õppemetoodiliste tööde kogumik IX, Tartu, lk. 92-101. (in Estonian)

Koka, A., & Hein, V. (2000). Tagasisidest kehaliste harjutuste õpetamisel ja selle omandamisest koolipraktikal. Kehakultuuri- teaduskonna teadus- ja õppemetoodiliste tööde kogumik VIII, Tartu, lk. 113-121. (in Estonian)