See veebileht kasutab küpsiseid kasutaja sessiooni andmete hoidmiseks. Veebilehe kasutamisega nõustute ETISe kasutustingimustega. Loe rohkem
Olen nõus

Vello Hein

https://www.etis.ee/CV/Vello_Hein/est
29.07.1951
737 5382
vello.hein@ut.ee

Teenistuskäik

Töökohad ja ametid
01.09.2018–31.12.2020   
Tartu Ülikool, Meditsiiniteaduste valdkond, sporditeaduste ja füsioteraapia instituut, spordipedagoogika teadur (0,50)
01.05.2016–31.08.2018   
Tartu Ülikool, Meditsiiniteaduste valdkond, sporditeaduste ja füsioteraapia instituut, kehalise kasvatuse professor (1,00)
01.01.2016–30.04.2016   
Tartu Ülikool, Meditsiiniteaduste valdkond, sporditeaduste ja füsioteraapia instituut, kehalise kasvatuse professor (1,00)
01.09.2013–31.12.2015   
Tartu Ülikool, Kehakultuuriteaduskond, Spordipedagoogika ja treeninguõpetuse instituut, kehalise kasvatuse professor (1,00)
01.09.2013–31.12.2015   
Tartu Ülikool, Kehakultuuriteaduskond, Spordipedagoogika ja treeninguõpetuse instituut, õppetooli juhataja
01.02.2012–31.08.2013   
Tartu Ülikool, Kehakultuuriteaduskond, Spordipedagoogika ja treeninguõpetuse instituut, õppetooli juhataja
01.02.2010–31.08.2013   
Tartu Ülikool, Kehakultuuriteaduskond, Spordipedagoogika ja treeninguõpetuse instituut, spordipedagoogika dotsent (1,00)
01.09.2006–31.01.2010   
Tartu Ülikool, Kehakultuuriteaduskond, Spordipedagoogika ja treeninguõpetuse instituut, õppetooli juhataja
01.02.2005–31.01.2010   
Tartu Ülikool, Kehakultuuriteaduskond, Spordipedagoogika ja treeninguõpetuse instituut, spordipedagoogika dotsent (1,00)
01.02.2000–31.01.2005   
Tartu Ülikool, Kehakultuuriteaduskond, Spordipedagoogika ja treeninguõpetuse instituut, spordipedagoogika dotsent (1,00)
2000–2000   
Tartu Ülikooli Spordipedagoogika ja treeninguõpetuse instituut, 2000 - Tartu Ülikooli Spordipedagoogika ja treeninguõpetuse instituudi dotsent (1,00)
1993–2000   
Tartu Ülikooli Spordipedagoogika instituut, 1993 -2000 Tartu Ülikooli Spordipedagoogika instituudi lektor (1,00)
1983–1993   
Tartu 14.Keskkool, 1983 -1993 Tartu 14.Keskkooli õpetaja ja Tartu XI Põhikooli õppealajuhataja (1,00)
1973–1983   
Tartu LNSK, 1973-1983 Tartu LNSK sportvõimlemise treener (1,00)
 
 
Haridustee
higher
1977–1981   
TÜ, Kehakultuuriteaduskond, mittestatsionaarne aspirantuur
1969–1973   
Tallinna Pedagoogiline Instituut, Kehakultuuriteaduskond
 
 
Teadusorganisatsiooniline ja -administratiivne tegevus
2004−...   
TÜ õpetajatekoolituse komisjoni liige
2002−...   
TÜ kehakultuuriteaduskonna uute õppekavade väljatöötamise komisjoni liige
1995−...   
Kooli kehalise kasvatuse õppetoolii juhataja
1.Head of the Division of Physical Education since 1995.2. Member of the Council of the Faculty of Exercise and Sport Sciences in 1999-2000.3. Member of the committee of elaborating new, 3+2 system curricula in the Faculty of Exercise and Sport Sciences in 2002.3. Member of the study affairs committee of the Faculty of Exercise and Sport Sciences.4. Member of the teacher training practice committee of the University of Tartu.5. Member of teacher training graduation theses’ defending committee of the Faculty of Exercise and Sport Sciences in 1995-2003.6. Chairman of teacher training graduation theses’ defending committee in 2004. 7. Participation in the University of Tartu Committee for Preparing Teachers.Reviewers of the articles for journals:Acta Kinesiologiae Universitatis Tartuensis (SPORT Discus), Journal of Sport Sciences (ISI).
2004−2004   
Õpetajate lõputööde kaitsmise komisjoni esimees
1999−2000   
Kehakultuuriteaduskonna nõukogu liige
1995−2005   
Õpetajate lõputööde kaitsmise komisjoni liige
 
 
Loometöö
no

Kvalifikatsioon

Teaduskraadid
Vello Hein, doktorikraad, 1998, (juh) -, Joint mobility and trunk forward flexion: methods and evaluation, Tartu Ülikool.
Vello Hein, magistrikraad (teaduskraad), 1992, (juh) Arved Vain, Salto tüüpi akrobaatikahüpete äratõuke biomehaanika ja selle õpetamise metoodika, Tartu Ülikool, Kehakultuuriteaduskond.
 
 
Teaduspreemiad ja tunnustused
2016, Vello Hein, -
 
 
Teadustöö põhisuunad
ETIS KLASSIFIKAATOR: 2. Ühiskonnateadused ja kultuur; 2.10. Kasvatusteadused; CERCS KLASSIFIKAATOR: S283 Psühhopedagoogika
 
 
Lisainfo
PhD
Tartu Ülikool, 1998

Jooksvad projektid

Lõppenud projektid

Juhendamisel väitekirjad

Juhendatud väitekirjad

Publikatsioonid

1.1. Teadusartiklid, mis on kajastatud Web of Science andmebaasides Science Citation Index Expanded, Social Sciences Citation Index, Arts & Humanities Citation Index, Emerging Sources Citation Index ja/või andmebaasis Scopus (v.a. kogumikud)
 
Tilga, H., Kalajas-Tilga, H., Hein, V., Raudsepp, L., & Koka, A. (2021). Effects of a brief one-day autonomy-supportive intervention on improving basic psychological needs, motivation, and behaviours of physical activity among middle-school students: A multidimensional approach. International Journal of Sport Psychology [ilmumas].
 
Kalajas-Tilga, H., Hein, V., Koka, A., Tilga, H., Raudsepp, L. & Hagger, M. S. (2021). Application of the Trans-Contextual Model to Predict Change in Leisure Time Physical Activity. Psychology & Health, 1−25. DOI: 10.1080/08870446.2020.1869741 [ilmumas].
 
Koka, A., Tilga, H., Hein, V., Kalajas-Tilga H., & Raudsepp, L. (2021). A Multidimensional Approach to Perceived Teachers' Autonomy Support and its Relationship with Intrinsic Motivation of Students in Physical Education. International Journal of Sport Psychology [ilmumas].
 
Kalajas-Tilga, H., Koka, A., Hein, V., Tilga, H. & Raudsepp, L. (2020). Motivational processes in physical education and objectively measured physical activity among adolescents. Journal of Sport and Health Science, 9, 462−471. DOI: 10.1016/j.jshs.2019.06.001.
 
Tilga, H., Kalajas-Tilga, H., Hein, V., Raudsepp, L. & Koka, A. (2020). How teachers’ controlling behaviour can ruin students’ intrinsic motivation in a physical education lesson: Test of a conditional process model. International Journal of Sport Psychology, 51, 81−99. DOI: 10.7352/IJSP.2020.51.081.
 
Tilga, H., Hein, V., Koka, A. & Hagger, M. S. (2020). How Physical Education Teachers’ Interpersonal Behaviour is Related to Students’ Health-Related Quality of Life. Scandinavian Journal of Educational Research, 64 (5), 661−676. DOI: 10.1080/00313831.2019.1595718.
 
Hein, V., Koka, A., Kalajas-Tilga, H., Tilga, H., & Raudsepp, L. (2020). The effect of grit on leisure time physical activity. An application of the Theory of Planned Behaviour. Baltic Journal of Health and Physical Activity, 12 (1), 78−85. DOI: 10.29359/BJHPA.12.1.08.
 
Koka, A., Tilga, H., Kalajas-Tilga H., Hein, V., & Raudsepp, L. (2020). Detrimental Effect of Perceived Controlling Behavior from Physical Education Teachers on Students’ Leisure-Time Physical Activity Intentions and Behavior: An Application of the Trans-Contextual Model. International Journal of Environmental Research and Public Health, 17 (16). DOI: 10.3390/ijerph17165939.
 
Tilga, H., Kalajas-Tilga, H., Hein, V., Raudsepp, L., & Koka, A. (2020). How does perceived autonomy-supportive and controlling behaviour in physical education relate to adolescents’ leisure-time physical activity participation? Kinesiology, 52 (2), 265−272. DOI: 10.26582/k.52.2.13.
 
Tilga, H., Hein, V., Koka, A., Hamilton, K., Hagger, M. S. (2019). The role of teachers’ controlling behaviour in physical education on adolescents’ health-related quality of life: Test of a conditional process model*. Educational Psychology, 39 (7). DOI: 10.1080/01443410.2018.1546830.
 
Hein, V., Kalajas-Tilga, H., Koka, A., Raudsepp, L., Tilga, H. (2019). How grit is related to objectively measured moderate-to-vigorous physical activity in school student. Montenegrin Journal of Sports Science and Medicine , 8 (2). DOI: 10.26773/mjssm.190907.
 
Koka, A., Tilga, H., Kalajas-Tilga, H., Hein, V., Raudsepp, L. (2019). Perceived Controlling Behaviors of Physical Education Teachers and Objectively Measured Leisure-Time Physical Activity in Adolescents. International Journal of Environmental Research and Public Health, 16 (15), 2709. DOI: 10.3390/ijerph16152709.
 
Hein,Vello; Emeljanovas,Arunas; Mieziene,Brigita (2018). A cross-cultural validation of the Controlling Teacher Behaviours Scale in physical education. European Physical Education Review, 24 (2), 209−224. DOI: 10.1177/1356336X16681821.
 
Hein,V.; Emeljanovas,A.; Ries,F.; Valantine,I.; Ekler J.; López,P. (2018). The Perception of the Autonomy Supportive Behaviour as a Predictor of Perceived Effort and Physical Self-esteem Among School Students from Four Nations. Montenegrin Journal of Sports Science and Medicine , 7 (1), 21−30.10.26773/mjssm.180303.
 
Tilga, H.; Hein, V.; Koka, A. (2017). Measuring the Perception of the Teachers’ Autonomy-Supportive Behaviour in Physical Education: Development and Initial Validation of a Multidimensional Instrument. Measurement in Physical Education and Exercise Science, 4 (21), 244−255. DOI: 10.1080/1091367X.2017.1354296.
 
Hein, V.; Jõesaar, H. (2015). How perceived autonomy support from adults and peer motivational climate are related with self-determined motivation among young athletes. International Journal of Sport and Exercise Psychology, 13, 193 −204. DOI: 10.1080/1612197X.2014.947304.
 
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. DOI: 10.1016/j.adolescence.2015.04.003.
 
Hein, Vello; Caune, Agnese (2014). Relationships between perceived teacher's autonomy support, effort and physical self-esteem. Kinesiology, 46 (2), 44−52.
 
Ries, Francis; Hein, Vello; Pihu, Maret; Armenta, Jose (2012). Self-identity as a component of the theory of planned behavior in predicting physical activity. European Physical Education Review, 18 (3), 322−334.10.1177/1356336X12450792.
 
Hein, V.; Ries, F.; Pires, F.; Caune, A.; Emeljanovas, A.; Ekler, J.H.; Valantiniene, I. (2012). The relationship between teaching styles and motivation to teach among physical education teachers. Journal of Sports Science and Medicine, 11 (1), 123−130.
 
Jõesaar, H.; Hein, V.; Hagger, M. (2012). Youth Athletes' Perception of Autonomy Support from the Coach, Peer Motivational Climate and Intrinsic Motivation in Sport Setting: One-Year Effects. Psychology of Sport and Exercise, 13 (3), 257−262. DOI: 10.1016/j.psychsport.2011.12.001.
 
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. DOI: 10.1111/j.2044-8287.2011.02043.x.
 
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 simulations: A cross-national study. International Journal of Behavioral Medicine, 19 (1), 82−96.
 
Jõesaar, H.; Hein, V. (2011). Psychosocial Determinants of Young Athletes’ Continued Participation Over Time. Perceptual and Motor Skills, 113 (1), 55−66.
 
Hagger, M.; Hein, V.; Chatzisarantis, N. (2011). Achievement Goals, Physical Self-Concept, and Social Physique Anxiety in a Physical Activity Context. Journal of Applied Social Psychology, 41 (6), 1299−1339.
 
Jõesaar, H.; Hein, V.; Hagger, M. (2011). Peer influence on young athletes’ need satisfaction, intrinsic motivation and persistence in sport: A 12-month prospective study. Psychology of Sport and Exercise, 12, 500−508. DOI: 10.1016/j.psychsport.2011.04.005.
 
Hagger, M.; Chatzisarantis, N.; Hein, V. et al (2009). Teacher, peer, and parent autonomy support in physical education and leisure-time physical activity: A trans-contextual model of motivation in four nations. Psychology and Health, 24 (6), 689−711. DOI: 10.1080/08870440801956192.
 
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.
 
Hagger, M. S.; A, F. H.; Lindwall, M.; Hein, V.; Mülazιmoğlu-Ball, Ö.; Tarrant, M.; Ruiz, Y. Pastor; Sell, V. (2007). Cross-cultural validity and measurement invariance of the social physique anxiety scale in five European nations. Scandinavian Journal of Medicine and Science in Sports, 6, 703−719.
 
Hagger, M.S.; Chatzisarantis, N.; Hein, V.;Pihu, M.; Soós, I.;Karsai, I. (2007). The perceived autonomy support scale for exercise settings (PASSES): Development, validity, and cross-cultural invariance in young people. Psychology of Sport and Exercise, 8 (5), 632−654.
 
Hein, V.; Hagger, M. (2007). Global self-esteem, goal achievement orientations and self-determined behavioural regulations in physical education setting. Journal of Sports Sciences, 25 (2), 149−159. DOI: 10.1080/02640410600598315.
 
Hagger, M.S.; Chatzisarantis, N.L.D.; Barkoukis, V.; Wang, J.C.K.; Hein, V.; Pihu, M.; Soós, I.; Karsai, I. (2007). Cross-Cultural Generalizability of the Theory of Planned Behavior among Young People in a Physical Activity Context. Journal of Sport and Exercise Psychology, 29 (1), 2−20.
 
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.; Muur, M. (2004). The mediating role of cognitive variables between learning oriented climate and physical activity intention. International Journal of Sport Psychology, 35 (1), 60−76.
 
Hein, V. (2003). A new instrument for recording the spine contourograph. Biology of Sport, 20 (1), 79−89.
 
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.
 
Hein, V.; Lazareva, V. (2001). The factors affecting on opine curvature of young girls in different standing positions. Medicina Dello Sport, 54 (2), 121−128.
 
Hein, V. (1999). Postural alignment in different standing positions and the trunk muscles strength among girls aged 8-16 years. Biology of Sport, 16 (2), 125−138.
 
Hein, V.; Vain, A. (1998). Joint mobility and the oscillation characteristics of muscle. Scandinavian Journal of Medicine and Science in Sports, 8 (1), 7−13.
 
Hein, V. (1998). Comparison of a new linear instrument and the gravity goniometer for assessing knee extension ROM among children. Journal of Sport Rehabilitation, 7 (1), 61−68.
 
Hein, V. (1996). A method to evaluate spine and hip range of motion in trunk forward flexion and normal values for children at age of 8-14 years. Medicina Dello Sport, 49 (4), 379−385.
1.2. Teadusartiklid teistes rahvusvahelistes teadusajakirjades, millel on registreeritud kood, rahvusvaheline toimetus, rahvusvahelise kolleegiumiga eelretsenseerimine, rahvusvaheline levik ning kättesaadavus ja avatus kaastöödele
 
Koka, A., Tilga, H., Põder, T., Kalajas-Tilga, H., Hein, V., Raudsepp, L. (2020). The role of perceived coaching behaviours on sport performance among female aesthetic group gymnasts. Acta Kinesiologiae Universitatis Tartuensis, 26, 16−32. DOI: 10.12697/akut.2020.26.02.
 
Hein, V., Koka, A., Tilga, H., Kalajas-Tilga, H., Raudsepp, L. (2019). How objectively measured physical activity is related to psychological constructs: A pilot study among Estonian students. LASE Journal of Sport Science, 10 (1), 52−61. DOI: 10.2478/ljss-2018-0016.
 
Tilga, H., Kalajas-Tilga, H., Hein, V., Raudsepp, L., Koka, A. (2018). The effect of peers’ autonomy-supportive behaviour on adolescents’ psychological need satisfaction, intrinsic motivation and objectively measured physical activity. Acta Kinesiologiae Universitatis Tartuensis, 27−41. DOI: 10.12697/akut.2018.24.02.
 
Hein, V. (2015). Relation of teachers’ behaviour and motivation to learning outcomes. Sporto mokslas/sport science, 2, 4−10.
 
Karjane,Kaisa; Hein,Vello (2015). Controlling coaches' behaviour, psychological need thwarting, motivation and results of the volleyball competitions. Acta kinesiologiae Universitatis Tartuensis, 21, 51−60.
 
Hein V (2015). Parents’ perceptions of physical activity importance and their children´s ability. Baltic Journal of Sport & Health Sciences, 4 (99), 25−29.
 
Hein, Vello (2012). The effect of teacher behaviour on students motivation and learning outcomes: A Review. Acta kinesiologiae Universitatis Tartuensis, 18, 9−19.
 
Hein, V.; Pihu, M. (2009). Temporal relationship between intrinsic motivations in physical education and in a leisure-time context. Acta kinesiologiae Universitatis Tartuensis, 14, 34−42.
 
Pihu, M.; Hein, V (2007). Autonomy support from physical education teachers, peers and parents among school students: trans-contextual motivation model. Acta kinesiologiae Universitatis Tartuensis, 12, 116−128.
 
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). The impact of sport participation after school on intrinsic motivation and perceived learning environment in secondary school physical education. Kinesiology, 35 (1), 5−13.
 
Müür, M.; Hein, V. (2002). An impact of cognitive processes on expected outcomes in physical education. Acta kinesiologiae Universitatis Tartuensis, 144−148.
 
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 Universitatis Tartuensis, 7, 103−107.
 
Hein, V.; Kivimets, M. (2000). The effects of two styles of teaching and teachers qualification on motor skill performance of the cartweel. Acta kinesiologiae Universitatis Tartuensis, 5, 67−78.
1.3. Eelretsenseeritud teadusartiklid Eesti ja teiste riikide eelretsenseeritavates teadusajakirjades, millel on kohalik toimetuskolleegium, või eelretsenseeritud teadusartiklid Eesti kultuurile olulistes ajakirjades või teadusartiklid ajakirjades Akadeemia, Looming ja Vikerkaar.
 
Koka, A.; Hein, V. (2006). Perceptions of teachers’ general and informaqtional feedback andintrinsic motivation in physical education: Two -years effects. Perceptual and Motor Skills, 103, 321−332.
 
Müür, M.; Hein, V. (2002). An impact of children cognitive processes on expected outcomes in physical education. Acta Kinesiologiae Universitatis Tartuensis, 144−148.
 
Koka, A.; Hein, V. (2001). An impact of the perception of teacher feedback on intrinsic motivation among sixth grade schoolboys in physical education. Education. Physical Training. Sport, 4, 42−49.
2.3. Dissertatsioonide seerias ilmunud dissertatsioonid (v.a. käsikirjalised);
 
Koka, Andre (2006). The role of perceived teacher feedback and perceived learning environment on intrinsic motivation in physical education. (Doktoritöö, Tartu Ülikool, Kehakultuuriteaduskond). Tartu: Tartu University Press.
3.1. Artiklid/peatükid lisas loetletud kirjastuste välja antud kogumikes (kaasa arvatud Web of Science Book Citation Index, Web of Science Conference Proceedings Citation Index, Scopus refereeritud kogumikud)
 
Hein, V.; Koka, A. (2007). Perceived feedback and motivation in physical education and physical activity. In: M. S. Hagger, N. L. D. Chatzisarantis (Ed.). Intrinsic Motivation and Self-Determination in Exercise and Sport (127−140).. Champaign, Il. : Human Kinetics Publ., Inc..
 
Hein, V.; Koka, A. (2007). Perceived Feedback and Motivation in Physical Education and Physical Activity. In: Martin Hagger, Nikos Chatzisarantis (Ed.). Intrinsic Motivation and Self-Determination in Exercise and Sport (127−140). . Human Kinetics Publ., Inc..
3.2. Artiklid/peatükid lisas mitte loetletud kirjastuste välja antud kogumikes
 
Ööpik, V.; Arvisto, M.; Hein, V. (2008). Physical education and education through sport in Estonia. Klein, G.; Hardman, K.. Physical Education and Sport Education in European Union (122−131).. Paris: Editions Revue EP.S.
 
Ööpik, V.; Arvisto, M.; Hein, V. (2008). Estonie. Klein, G.; Hardman, K.. L'éducation physique et l'éducation sportive dans I'Union européenne, tome 2 (51−60). . Paris: Eitiones Revue EP.S.
 
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 (92−101). . Tartu: Tartu Ülikool.
 
Koka, A.; Hein, V. (2001). Tagasisidest kehaliste harjutuste õpetamiselja selle omandamisest koolipraktikal. Kehakultuuriteaduskonna teadus- ja õppemetoodiliste tööde kogumik (113−121). . Tartu: Tartu Ülikool.
 
Hein, V.; Narusberg, P. (1998). Selja kontuuri optiline registreerimine. Spordipedagoogika Instituudi teadus- ja õppemetoodiliste tööde kogumik (66−73).. Tartu: Atlex.
 
Hein, V. (1997). Extension and hyperextension of the knee joint among young children. In: N. Armstrong, B. Kirby, J. Welsman (Ed.). Children and Exercise (331−334).. London: E & FN Spon.
5.2. Konverentsiteesid, mis ei kuulu valdkonda 5.1
 
Tilga, H., Kalajas-Tilga, H., Hein, V., Raudsepp, L., Koka, A. (2019). Do the effects of a web-based intervention program for physical education teachers endure? – A 15-month follow-up investigation. The 12th Baltic Sport Science Conference, Lithuania, Vilnius, April 25-26. Vytautas Magnus University, 34−35.
 
Kalajas-Tilga, H., Koka, A., Hein, V., Tilga, H., & Raudsepp, L. (2019). Perceived autonomy support from the physical education teachers, peers and parents influencing adolescents’ objectively measured leisure-time physical activity: An application of the trans-contextual model. The 12th Baltic Sport Science Conference, Vilnius, Lithuania, April 25-26. Vytautas Magnus University, 86−87.
 
Tilga, H., Hein, V., Koka, A., Kalajas-Tilga, H., Raudsepp, L. (2019). The role of teachers’ autonomy-supportive and controlling behaviour on adolescents’ intrinsic motivation in physical education: Test of a conditional process model. The 7th International Self-determination Theory Conference, Egmond aan Zee, Netherlands, May 21-24. VUmc School of Medical Sciences Amsterdam, 213−214.
 
Kalajas-Tilga, H., Koka, A., Tilga, H., Hein, V., Raudsepp, L. (2019). Perceived autonomy support in physical education and adolescents' objectively measured leisure-time physical activity: A trans-contextual model. The 7th International Self-determination Theory Conference, Egmond aan Zee, Netherlands, May 21-24. VUmc School of Medical Sciences Amsterdam, 214.
 
Tilga, H.; Hein, V.; Koka, A. (2018). Enhancing students’ psychological need satisfaction and intrinsic motivation by increasing physical education teachers’ autonomy support. The 11th Baltic Sport Science Conference, Estonia, Tartu, April 25-27. University of Tartu.
 
Kalajas-Tilga, H.; Hein, V.; Koka, A.; Tilga, H.; Raudsepp, L. (2018). Using the self-determination theory to explain the objectively measured physical activity among adolescents. The 11th Baltic Sport Science Conference, Estonia, Tartu, April 25-27. University of Tartu.
 
Koka, A.; Tilga, H.; Hein, V.; Kalajas-Tilga, H.; Raudsepp, L. (2018). Perceived teachers' autonomy support and students' intrinsic motivation in physical education: the mediating role of perceived need for novelty. The 8th International Conference on Sports and Exercise Science, Bangkok, Thailand, June 20-22. Chulalongkorn University, 126−126.
 
Tilga, H.; Hein, V.; Koka, A. (2018). The effects of web-based intervention program on physical education teachers’ autonomy-supportive and controlling behaviour. 23rd annual Congress of the ECSS, Ireland, Dublin, July 4-7. European College of Sport Science, 252−252.
 
Kalajas-Tilga, H., Koka, A., Hein, V., Tilga, H., Raudsepp, L. (2018). How Physical Education Teachers' autonomy supportive behaviour is related to objectively measured physical activity among adolescents. 23rd Annual Congress of the European College of Sport Science, Ireland, Dublin, July 4-7. European College of Sport Science, 252−253.
 
Tilga, H.; Hein, V.; Koka, A. (2017). The role of teachers’ controlling behaviour in physical education on adolescents’ health-related quality of life: A test of conditional process model. The 14th World ISSP Congress of Sport Psychology, Sevilla, Spain, July 10-14. International Society of Sport Psychology, 551−552.
 
Tilga, H.; Hein, V.; Koka, A. (2016). The initial validation of multidimensional scale to measure the perception of the teachers’ autonomy support. The 9th Baltic Sport Science Conference “Current Issues and New Ideas in Sport Science”, Kaunas, Lithuania, April 27-29, 2016.. Lithuanian Sports Univesity, 146−147.
 
Hein, V.; Mahoni, K.; Koka, A. (2014). How perceived physical education teachers' controlling behaviour is related with school bulling among students. Acta Kinesiologiae Universitatis Tartuensis 20 (supplement): Seventh conference of Baltic Society of Sport Sciences, Tartu, May 7-9, 2014. Ed. Pääsuke, M., Lätt, E., Jürimäe, J. University of Tartu Press, 96.
 
Caune, A.; Hein, V. (2011). Differences of the constructs related to motivation in physical education among Latvian and Estonian schoolchildren. Acta kinesiologiae Universitatis Tartuensis, 16: Fourth Baltic conference in Exercise and Sport Sciences. Ed. Toivo Jürimäe, Mati Pääsuke, Jaak Jütimäe. Tartu: University of Tartu, 32−32.
 
Hein, V. (2009). The comparison of exercise and dieting behaviors among adolescents. Congress proceedings: The 14th Annual Congress of the European College of Sports Science; Oslo, Norway, 24.- 27.07.2009.
 
Hein, V.; Pihu, M. (2009). A longitudinal study of the trans-contextual model of motivation predicting childrens’ physical activity. Congress proceedings: The 12 th World Congress of Sport Psychology; Marrakesh, Maroko; 24-27.06.09.
 
Hein, V.; Pihu, M. (2008). Trans-Contextual Model of Motivation Predicting Children’s Physical Activity Over Two Year Period. Acta Kinesiologiae Universitatis Tartuensis, 13: First Baltic Conference in Exercise and Sports Sciences and the First Baltic Conference of Young Scientists in Exercise and Sports Sciences 7-10 May, 2008 Tartu, Estonia. Ed. Jürimäe T, Jürimäe J. Tartu University Press, 77.
 
Koka, A.; Hein, V. (2008). The effect of perceived teaching behaviours on students’ self-determined motivation in physical education. Proceedings, Volume 1: International Convention on Science, Education and Medicine in Sport; Guangzhou, China; 2008.. , 97−98.
 
Hein, V.; Pihu, M.; Koka, A. (2008). The use of the trans-contextual model on student’s learning strategy and feedback on physical activity behaviour. Proceedings, Volume 1: 2008 International Convention on Science, Education and Medicine in Sport, Guangzhou, China, 1-5 august 2008. , 283−284.
 
Hein, V.; Pihu, M.; Koka, A. (2007). The effects of physical activity and grade levels on the components of transcontextual motivational model among girls. Book of Program & Abstracts: The Third International Self-Determination Theory Conference, Toronto, 24-27 mai 2007. , 72−73.
 
Pihu, M.; Hein, V.; Koka, A. (2006). Parent, teacher and peer autonomy support and leisure-time physical activity: a cross-gender evaluation of the trans-contextual model. Book of Abstracts: 11th annual Congress of the European College of Sport Science; Lausanne, Switzerland; 05-08 July, 2006. Ed. Hoppeler, H.; Reilly, T.; Tsolakidis, E.; Gfeller, L.; Klossner, S., 174−175.
 
Pihu, M., Hein, V., Koka, A. (2006). The processe by which percieved teacher behavior in physical education promotes leisure time physical activity behavior: a trans-contextual model. Book of Abstracts: 11th annual Congress of the European College of Sport Science; Lausanne; 05-08 July, 2006. Ed. Hoppeler, H.; Reilly, T.; Tsolakidis, E.; Gfeller, L.; Klossner, S., 160−161.
 
Koka, A.; Hein, V.; Pihu, M. (2006). Perceived positive general and perceived informational teacher feedback in physical education: Stability effects and relations with intrinsic motivation over a two-year period. Book of Abstracts: 11th Annual Congress, European College of Sport Science, Lausanne, 5-8 juuli, 2006. , 382−383.
 
Hein, V.; Pihu, M. (2006). Autonomy support from teachers, peers and parents among school students: trans-contextual motivation model. International Conference "Current Issues and New Ideas in Sport"; Kaunas, Lithuania; 5-6 October, 2006.
 
Hein, V. (2006). Trans-contextual motivation model to predict leisure time physical activity. World Leisure congress; Hangzhou, China; 15-20 October, 2006. Hangzau, China,.
 
Koka, A.; Hein, V. (2004). Perceptions of teacher's feedback and after-school sport participation as predictors of perceived threat to sense of self in physical education: A longitudinal study. Book of Abstracts: 9th Annual Congress, European College of Sport Science; Clermont-Ferrand, France; July 3-6, 2004. , 32.
 
Müür, M.; Hein, V. (2002). An impact of children cognitive processes on psychological outcome in physical education. 7th Annual Congress of the European College of Sport Science, University of Athens. Proceedings, Athens, Greece, 24-28 July: 7th Annual Congress of the European College of Sport Science; Athens, Greece; 24-28 July, 2002. , 975.
 
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. Book of Abstracts: 23rd ICPAFR International Sport Science Symposium. The Measurement and Testing in Physical Fitness, Physical Activity and Health: New Perspectives, Tartu, Estonia; 05-08.09.2002.. , 32.
 
Hein, V.; Koka, A. (2001). An impact of the perception of learning environment on motivation among schoolchildren. Book of Abstracts: 6th Annual Congress of the European College of Sport Science, Perspectives and Profiles; Cologne; 24-28 July 2001.. , 855.
 
Koka, A.; Hein, V. (2001). A role of the perceived learning environment on intrinsic motivation among students involved and not involved in sport. Abstracts: Sport Kinetics 2001 ”Human Movement as a Science in the New Millennium”. 7 th International Scientific Conference of the International Association of Sport Kinetics in Cooperation with the Faculty of Exercise and Sport Science, University of Tartu, Tartu. , 61−63.
 
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. Abstracts: Sport Psychology: Theory and Application, Kaunas. , 18.
 
Hein, V. (1999). The influence of the spine curvature parameters on postural control. Proceedings of World Congress of ICHPER & SD. Kairo,.
 
Hein, V.; Hermlin, K. (1998). Spine curvature angles and ratio index for spinal and abdominal muscle strength in girls ages 12-18 years. Selected readings from the 8th European Congress of ICHPER & SD. London: St. Mary's University College, 152−155.
6.2. Õpikud ja muud õppeotstarbelised publikatsioonid, v.a. kõrgkooliõpikud;
 
Hein, Vello; Paalits, Kalle (2011). Spordipedagoogika. Tartu: Tartu Ülikooli Kirjastus.
 
Hein, Vello (2005). Kehalise kasvatuse mõisted 7.-9. klassile : eesti-vene-eesti sõnastik. Tartu: Tartu Ülikooli Kirjastus.
 
Hein, Vello (2005). Kehalise kasvatuse mõisted 7.-9. klassile : eesti-vene-eesti sõnastik. Tartu: Tartu Ülikooli Kirjastus.
 
Hein, V. (1999). Kehalise kasvatuse õpetamisest. Tartu: Tartu Ülikooli Kirjastus.
 
Hein, V. (1999). Kehalise kasvatuse õpetamisest. Tartu: Tartu Ülikool.
6.8. Lühikirjutised teadusajakirjades ja kogumikes
 
Tilga, H., Kalajas-Tilga, H., Hein, V., Raudsepp, L., Koka, A. (2020). 15-Month Follow-Up Data on the Web-Based Autonomy-Supportive Intervention Program for PE Teachers. Perceptual and Motor Skills, 5−7. DOI: 10.1177/0031512519870914.
 
Vello Hein (2016). Perceived Autonomy Support and Behavioral Engagement in Physical Education: Comment on Yoo (2015). Perceptual and Motors Skills, 123 (1), 1−5.10.1177/0031512516653370.
22.02.2021

Vello Hein

https://www.etis.ee/CV/Vello_Hein/eng
29.07.1951
737 5382
vello.hein@ut.ee

Career

Institutions and positions
01.09.2018–31.12.2020   
University of Tartu, Faculty of Medicine, Institute of Sport Sciences and Physiotherapy, Research Fellow (0,50)
01.05.2016–31.08.2018   
University of Tartu, Faculty of Medicine, Institute of Sport Sciences and Physiotherapy, Professor in Physical Education (1,00)
01.01.2016–30.04.2016   
University of Tartu, Faculty of Medicine, Institute of Sport Sciences and Physiotherapy, Professor in Physical Education (1,00)
01.09.2013–31.12.2015   
University of Tartu, Faculty of Exercise and Sport Sciences, Institute of Sport Pedagogy, Professor in Physical Education (1,00)
01.09.2013–31.12.2015   
University of Tartu, Faculty of Exercise and Sport Sciences, Institute of Sport Pedagogy, Head of Chair
01.02.2012–31.08.2013   
University of Tartu, Faculty of Exercise and Sport Sciences, Institute of Sport Pedagogy, Head of Chair
01.02.2010–31.08.2013   
University of Tartu, Faculty of Exercise and Sport Sciences, Institute of Sport Pedagogy, Associate Professor in Sport Pedagogy (1,00)
01.09.2006–31.01.2010   
University of Tartu, Faculty of Exercise and Sport Sciences, Institute of Sport Pedagogy, Head of Chair
01.02.2005–31.01.2010   
University of Tartu, Faculty of Exercise and Sport Sciences, Institute of Sport Pedagogy, Associate Professor (1,00)
01.02.2000–31.01.2005   
University of Tartu, Faculty of Exercise and Sport Sciences, Institute of Sport Pedagogy, Associate Professor (1,00)
2000–2000   
University of Tartu, Institute of Sport Pedagogy and Coaching, 2000 – University of Tartu, Institute of Sport Pedagogy and Coaching, docent (1,00)
1993–2000   
University of Tartu, Institute of Sport Pedagogy, 1993 -2000 University of Tartu, Institute of Sport Pedagogy, lecturer (1,00)
1983–1993   
Tartu 14th Secondary School, 1983 -1993 Tartu 14th Secondary School, teacher and Tartu 11th Comprehensive School, head of study affairs (1,00)
1973–1983   
Tartu Sport School for Children and Youth, 1973-1983 Tartu Sport School for Children and Youth, coach of artistic (apparatus) gymnastics (1,00)
 
 
Education
higher
1977–1981   
TÜ, Kehakultuuriteaduskond, mittestatsionaarne aspirantuur
1969–1973   
Tallinna Pedagoogiline Instituut, Kehakultuuriteaduskond
 
 
R&D related managerial and administrative work
2004−...   
TÜ õpetajatekoolituse komisjoni liige
2002−...   
TÜ kehakultuuriteaduskonna uute õppekavade väljatöötamise komisjoni liige
1995−...   
Kooli kehalise kasvatuse õppetoolii juhataja
1.Head of the Division of Physical Education since 1995.2. Member of the Council of the Faculty of Exercise and Sport Sciences in 1999-2000.3. Member of the committee of elaborating new, 3+2 system curricula in the Faculty of Exercise and Sport Sciences in 2002.3. Member of the study affairs committee of the Faculty of Exercise and Sport Sciences.4. Member of the teacher training practice committee of the University of Tartu.5. Member of teacher training graduation theses’ defending committee of the Faculty of Exercise and Sport Sciences in 1995-2003.6. Chairman of teacher training graduation theses’ defending committee in 2004. 7. Participation in the University of Tartu Committee for Preparing Teachers.Reviewers of the articles for journals:Acta Kinesiologiae Universitatis Tartuensis (SPORT Discus), Journal of Sport Sciences (ISI).
2004−2004   
Õpetajate lõputööde kaitsmise komisjoni esimees
1999−2000   
Kehakultuuriteaduskonna nõukogu liige
1995−2005   
Õpetajate lõputööde kaitsmise komisjoni liige
 
 
Creative work
no

Qualifications

Academic degrees
Vello Hein, Doctor's Degree, 1998, (sup) -, Joint mobility and trunk forward flexion: methods and evaluation, University of Tartu.
Vello Hein, Research Master's Degree, 1992, (sup) Arved Vain, Salto tüüpi akrobaatikahüpete äratõuke biomehaanika ja selle õpetamise metoodika (Biomechanics of take-off in salto type of acrobatic jump and methodics of its teaching), University of Tartu, Faculty of Exercise and Sport Sciences.
 
 
Honours & awards
2016, Vello Hein, -
 
 
Fields of research
ETIS CLASSIFICATION: 2. Culture and Society; 2.10. Education; CERCS CLASSIFICATION: S283 Psychopedagogy
 
 
Additional information
PhD
Tartu Unversity, 1998

Projects in progress

Completed projects

Dissertations under supervision

Supervised dissertations

Publications

1.1. Teadusartiklid, mis on kajastatud Web of Science andmebaasides Science Citation Index Expanded, Social Sciences Citation Index, Arts & Humanities Citation Index, Emerging Sources Citation Index ja/või andmebaasis Scopus (v.a. kogumikud)
 
Tilga, H., Kalajas-Tilga, H., Hein, V., Raudsepp, L., & Koka, A. (2021). Effects of a brief one-day autonomy-supportive intervention on improving basic psychological needs, motivation, and behaviours of physical activity among middle-school students: A multidimensional approach. International Journal of Sport Psychology [ilmumas].
 
Kalajas-Tilga, H., Hein, V., Koka, A., Tilga, H., Raudsepp, L. & Hagger, M. S. (2021). Application of the Trans-Contextual Model to Predict Change in Leisure Time Physical Activity. Psychology & Health, 1−25. DOI: 10.1080/08870446.2020.1869741 [ilmumas].
 
Koka, A., Tilga, H., Hein, V., Kalajas-Tilga H., & Raudsepp, L. (2021). A Multidimensional Approach to Perceived Teachers' Autonomy Support and its Relationship with Intrinsic Motivation of Students in Physical Education. International Journal of Sport Psychology [ilmumas].
 
Kalajas-Tilga, H., Koka, A., Hein, V., Tilga, H. & Raudsepp, L. (2020). Motivational processes in physical education and objectively measured physical activity among adolescents. Journal of Sport and Health Science, 9, 462−471. DOI: 10.1016/j.jshs.2019.06.001.
 
Tilga, H., Kalajas-Tilga, H., Hein, V., Raudsepp, L. & Koka, A. (2020). How teachers’ controlling behaviour can ruin students’ intrinsic motivation in a physical education lesson: Test of a conditional process model. International Journal of Sport Psychology, 51, 81−99. DOI: 10.7352/IJSP.2020.51.081.
 
Tilga, H., Hein, V., Koka, A. & Hagger, M. S. (2020). How Physical Education Teachers’ Interpersonal Behaviour is Related to Students’ Health-Related Quality of Life. Scandinavian Journal of Educational Research, 64 (5), 661−676. DOI: 10.1080/00313831.2019.1595718.
 
Hein, V., Koka, A., Kalajas-Tilga, H., Tilga, H., & Raudsepp, L. (2020). The effect of grit on leisure time physical activity. An application of the Theory of Planned Behaviour. Baltic Journal of Health and Physical Activity, 12 (1), 78−85. DOI: 10.29359/BJHPA.12.1.08.
 
Koka, A., Tilga, H., Kalajas-Tilga H., Hein, V., & Raudsepp, L. (2020). Detrimental Effect of Perceived Controlling Behavior from Physical Education Teachers on Students’ Leisure-Time Physical Activity Intentions and Behavior: An Application of the Trans-Contextual Model. International Journal of Environmental Research and Public Health, 17 (16). DOI: 10.3390/ijerph17165939.
 
Tilga, H., Kalajas-Tilga, H., Hein, V., Raudsepp, L., & Koka, A. (2020). How does perceived autonomy-supportive and controlling behaviour in physical education relate to adolescents’ leisure-time physical activity participation? Kinesiology, 52 (2), 265−272. DOI: 10.26582/k.52.2.13.
 
Tilga, H., Hein, V., Koka, A., Hamilton, K., Hagger, M. S. (2019). The role of teachers’ controlling behaviour in physical education on adolescents’ health-related quality of life: Test of a conditional process model*. Educational Psychology, 39 (7). DOI: 10.1080/01443410.2018.1546830.
 
Hein, V., Kalajas-Tilga, H., Koka, A., Raudsepp, L., Tilga, H. (2019). How grit is related to objectively measured moderate-to-vigorous physical activity in school student. Montenegrin Journal of Sports Science and Medicine , 8 (2). DOI: 10.26773/mjssm.190907.
 
Koka, A., Tilga, H., Kalajas-Tilga, H., Hein, V., Raudsepp, L. (2019). Perceived Controlling Behaviors of Physical Education Teachers and Objectively Measured Leisure-Time Physical Activity in Adolescents. International Journal of Environmental Research and Public Health, 16 (15), 2709. DOI: 10.3390/ijerph16152709.
 
Hein,Vello; Emeljanovas,Arunas; Mieziene,Brigita (2018). A cross-cultural validation of the Controlling Teacher Behaviours Scale in physical education. European Physical Education Review, 24 (2), 209−224. DOI: 10.1177/1356336X16681821.
 
Hein,V.; Emeljanovas,A.; Ries,F.; Valantine,I.; Ekler J.; López,P. (2018). The Perception of the Autonomy Supportive Behaviour as a Predictor of Perceived Effort and Physical Self-esteem Among School Students from Four Nations. Montenegrin Journal of Sports Science and Medicine , 7 (1), 21−30.10.26773/mjssm.180303.
 
Tilga, H.; Hein, V.; Koka, A. (2017). Measuring the Perception of the Teachers’ Autonomy-Supportive Behaviour in Physical Education: Development and Initial Validation of a Multidimensional Instrument. Measurement in Physical Education and Exercise Science, 4 (21), 244−255. DOI: 10.1080/1091367X.2017.1354296.
 
Hein, V.; Jõesaar, H. (2015). How perceived autonomy support from adults and peer motivational climate are related with self-determined motivation among young athletes. International Journal of Sport and Exercise Psychology, 13, 193 −204. DOI: 10.1080/1612197X.2014.947304.
 
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. DOI: 10.1016/j.adolescence.2015.04.003.
 
Hein, Vello; Caune, Agnese (2014). Relationships between perceived teacher's autonomy support, effort and physical self-esteem. Kinesiology, 46 (2), 44−52.
 
Ries, Francis; Hein, Vello; Pihu, Maret; Armenta, Jose (2012). Self-identity as a component of the theory of planned behavior in predicting physical activity. European Physical Education Review, 18 (3), 322−334.10.1177/1356336X12450792.
 
Hein, V.; Ries, F.; Pires, F.; Caune, A.; Emeljanovas, A.; Ekler, J.H.; Valantiniene, I. (2012). The relationship between teaching styles and motivation to teach among physical education teachers. Journal of Sports Science and Medicine, 11 (1), 123−130.
 
Jõesaar, H.; Hein, V.; Hagger, M. (2012). Youth Athletes' Perception of Autonomy Support from the Coach, Peer Motivational Climate and Intrinsic Motivation in Sport Setting: One-Year Effects. Psychology of Sport and Exercise, 13 (3), 257−262. DOI: 10.1016/j.psychsport.2011.12.001.
 
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. DOI: 10.1111/j.2044-8287.2011.02043.x.
 
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 simulations: A cross-national study. International Journal of Behavioral Medicine, 19 (1), 82−96.
 
Jõesaar, H.; Hein, V. (2011). Psychosocial Determinants of Young Athletes’ Continued Participation Over Time. Perceptual and Motor Skills, 113 (1), 55−66.
 
Hagger, M.; Hein, V.; Chatzisarantis, N. (2011). Achievement Goals, Physical Self-Concept, and Social Physique Anxiety in a Physical Activity Context. Journal of Applied Social Psychology, 41 (6), 1299−1339.
 
Jõesaar, H.; Hein, V.; Hagger, M. (2011). Peer influence on young athletes’ need satisfaction, intrinsic motivation and persistence in sport: A 12-month prospective study. Psychology of Sport and Exercise, 12, 500−508. DOI: 10.1016/j.psychsport.2011.04.005.
 
Hagger, M.; Chatzisarantis, N.; Hein, V. et al (2009). Teacher, peer, and parent autonomy support in physical education and leisure-time physical activity: A trans-contextual model of motivation in four nations. Psychology and Health, 24 (6), 689−711. DOI: 10.1080/08870440801956192.
 
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.
 
Hagger, M. S.; A, F. H.; Lindwall, M.; Hein, V.; Mülazιmoğlu-Ball, Ö.; Tarrant, M.; Ruiz, Y. Pastor; Sell, V. (2007). Cross-cultural validity and measurement invariance of the social physique anxiety scale in five European nations. Scandinavian Journal of Medicine and Science in Sports, 6, 703−719.
 
Hagger, M.S.; Chatzisarantis, N.; Hein, V.;Pihu, M.; Soós, I.;Karsai, I. (2007). The perceived autonomy support scale for exercise settings (PASSES): Development, validity, and cross-cultural invariance in young people. Psychology of Sport and Exercise, 8 (5), 632−654.
 
Hein, V.; Hagger, M. (2007). Global self-esteem, goal achievement orientations and self-determined behavioural regulations in physical education setting. Journal of Sports Sciences, 25 (2), 149−159. DOI: 10.1080/02640410600598315.
 
Hagger, M.S.; Chatzisarantis, N.L.D.; Barkoukis, V.; Wang, J.C.K.; Hein, V.; Pihu, M.; Soós, I.; Karsai, I. (2007). Cross-Cultural Generalizability of the Theory of Planned Behavior among Young People in a Physical Activity Context. Journal of Sport and Exercise Psychology, 29 (1), 2−20.
 
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.; Muur, M. (2004). The mediating role of cognitive variables between learning oriented climate and physical activity intention. International Journal of Sport Psychology, 35 (1), 60−76.
 
Hein, V. (2003). A new instrument for recording the spine contourograph. Biology of Sport, 20 (1), 79−89.
 
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.
 
Hein, V.; Lazareva, V. (2001). The factors affecting on opine curvature of young girls in different standing positions. Medicina Dello Sport, 54 (2), 121−128.
 
Hein, V. (1999). Postural alignment in different standing positions and the trunk muscles strength among girls aged 8-16 years. Biology of Sport, 16 (2), 125−138.
 
Hein, V.; Vain, A. (1998). Joint mobility and the oscillation characteristics of muscle. Scandinavian Journal of Medicine and Science in Sports, 8 (1), 7−13.
 
Hein, V. (1998). Comparison of a new linear instrument and the gravity goniometer for assessing knee extension ROM among children. Journal of Sport Rehabilitation, 7 (1), 61−68.
 
Hein, V. (1996). A method to evaluate spine and hip range of motion in trunk forward flexion and normal values for children at age of 8-14 years. Medicina Dello Sport, 49 (4), 379−385.
1.2. Teadusartiklid teistes rahvusvahelistes teadusajakirjades, millel on registreeritud kood, rahvusvaheline toimetus, rahvusvahelise kolleegiumiga eelretsenseerimine, rahvusvaheline levik ning kättesaadavus ja avatus kaastöödele
 
Koka, A., Tilga, H., Põder, T., Kalajas-Tilga, H., Hein, V., Raudsepp, L. (2020). The role of perceived coaching behaviours on sport performance among female aesthetic group gymnasts. Acta Kinesiologiae Universitatis Tartuensis, 26, 16−32. DOI: 10.12697/akut.2020.26.02.
 
Hein, V., Koka, A., Tilga, H., Kalajas-Tilga, H., Raudsepp, L. (2019). How objectively measured physical activity is related to psychological constructs: A pilot study among Estonian students. LASE Journal of Sport Science, 10 (1), 52−61. DOI: 10.2478/ljss-2018-0016.
 
Tilga, H., Kalajas-Tilga, H., Hein, V., Raudsepp, L., Koka, A. (2018). The effect of peers’ autonomy-supportive behaviour on adolescents’ psychological need satisfaction, intrinsic motivation and objectively measured physical activity. Acta Kinesiologiae Universitatis Tartuensis, 27−41. DOI: 10.12697/akut.2018.24.02.
 
Hein, V. (2015). Relation of teachers’ behaviour and motivation to learning outcomes. Sporto mokslas/sport science, 2, 4−10.
 
Karjane,Kaisa; Hein,Vello (2015). Controlling coaches' behaviour, psychological need thwarting, motivation and results of the volleyball competitions. Acta kinesiologiae Universitatis Tartuensis, 21, 51−60.
 
Hein V (2015). Parents’ perceptions of physical activity importance and their children´s ability. Baltic Journal of Sport & Health Sciences, 4 (99), 25−29.
 
Hein, Vello (2012). The effect of teacher behaviour on students motivation and learning outcomes: A Review. Acta kinesiologiae Universitatis Tartuensis, 18, 9−19.
 
Hein, V.; Pihu, M. (2009). Temporal relationship between intrinsic motivations in physical education and in a leisure-time context. Acta kinesiologiae Universitatis Tartuensis, 14, 34−42.
 
Pihu, M.; Hein, V (2007). Autonomy support from physical education teachers, peers and parents among school students: trans-contextual motivation model. Acta kinesiologiae Universitatis Tartuensis, 12, 116−128.
 
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). The impact of sport participation after school on intrinsic motivation and perceived learning environment in secondary school physical education. Kinesiology, 35 (1), 5−13.
 
Müür, M.; Hein, V. (2002). An impact of cognitive processes on expected outcomes in physical education. Acta kinesiologiae Universitatis Tartuensis, 144−148.
 
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 Universitatis Tartuensis, 7, 103−107.
 
Hein, V.; Kivimets, M. (2000). The effects of two styles of teaching and teachers qualification on motor skill performance of the cartweel. Acta kinesiologiae Universitatis Tartuensis, 5, 67−78.
1.3. Eelretsenseeritud teadusartiklid Eesti ja teiste riikide eelretsenseeritavates teadusajakirjades, millel on kohalik toimetuskolleegium, või eelretsenseeritud teadusartiklid Eesti kultuurile olulistes ajakirjades või teadusartiklid ajakirjades Akadeemia, Looming ja Vikerkaar.
 
Koka, A.; Hein, V. (2006). Perceptions of teachers’ general and informaqtional feedback andintrinsic motivation in physical education: Two -years effects. Perceptual and Motor Skills, 103, 321−332.
 
Müür, M.; Hein, V. (2002). An impact of children cognitive processes on expected outcomes in physical education. Acta Kinesiologiae Universitatis Tartuensis, 144−148.
 
Koka, A.; Hein, V. (2001). An impact of the perception of teacher feedback on intrinsic motivation among sixth grade schoolboys in physical education. Education. Physical Training. Sport, 4, 42−49.
2.3. Dissertatsioonide seerias ilmunud dissertatsioonid (v.a. käsikirjalised);
 
Koka, Andre (2006). The role of perceived teacher feedback and perceived learning environment on intrinsic motivation in physical education. (Doktoritöö, Tartu Ülikool, Kehakultuuriteaduskond). Tartu: Tartu University Press.
3.1. Artiklid/peatükid lisas loetletud kirjastuste välja antud kogumikes (kaasa arvatud Web of Science Book Citation Index, Web of Science Conference Proceedings Citation Index, Scopus refereeritud kogumikud)
 
Hein, V.; Koka, A. (2007). Perceived feedback and motivation in physical education and physical activity. In: M. S. Hagger, N. L. D. Chatzisarantis (Ed.). Intrinsic Motivation and Self-Determination in Exercise and Sport (127−140).. Champaign, Il. : Human Kinetics Publ., Inc..
 
Hein, V.; Koka, A. (2007). Perceived Feedback and Motivation in Physical Education and Physical Activity. In: Martin Hagger, Nikos Chatzisarantis (Ed.). Intrinsic Motivation and Self-Determination in Exercise and Sport (127−140). . Human Kinetics Publ., Inc..
3.2. Artiklid/peatükid lisas mitte loetletud kirjastuste välja antud kogumikes
 
Ööpik, V.; Arvisto, M.; Hein, V. (2008). Physical education and education through sport in Estonia. Klein, G.; Hardman, K.. Physical Education and Sport Education in European Union (122−131).. Paris: Editions Revue EP.S.
 
Ööpik, V.; Arvisto, M.; Hein, V. (2008). Estonie. Klein, G.; Hardman, K.. L'éducation physique et l'éducation sportive dans I'Union européenne, tome 2 (51−60). . Paris: Eitiones Revue EP.S.
 
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 (92−101). . Tartu: Tartu Ülikool.
 
Koka, A.; Hein, V. (2001). Tagasisidest kehaliste harjutuste õpetamiselja selle omandamisest koolipraktikal. Kehakultuuriteaduskonna teadus- ja õppemetoodiliste tööde kogumik (113−121). . Tartu: Tartu Ülikool.
 
Hein, V.; Narusberg, P. (1998). Selja kontuuri optiline registreerimine. Spordipedagoogika Instituudi teadus- ja õppemetoodiliste tööde kogumik (66−73).. Tartu: Atlex.
 
Hein, V. (1997). Extension and hyperextension of the knee joint among young children. In: N. Armstrong, B. Kirby, J. Welsman (Ed.). Children and Exercise (331−334).. London: E & FN Spon.
5.2. Konverentsiteesid, mis ei kuulu valdkonda 5.1
 
Tilga, H., Kalajas-Tilga, H., Hein, V., Raudsepp, L., Koka, A. (2019). Do the effects of a web-based intervention program for physical education teachers endure? – A 15-month follow-up investigation. The 12th Baltic Sport Science Conference, Lithuania, Vilnius, April 25-26. Vytautas Magnus University, 34−35.
 
Kalajas-Tilga, H., Koka, A., Hein, V., Tilga, H., & Raudsepp, L. (2019). Perceived autonomy support from the physical education teachers, peers and parents influencing adolescents’ objectively measured leisure-time physical activity: An application of the trans-contextual model. The 12th Baltic Sport Science Conference, Vilnius, Lithuania, April 25-26. Vytautas Magnus University, 86−87.
 
Tilga, H., Hein, V., Koka, A., Kalajas-Tilga, H., Raudsepp, L. (2019). The role of teachers’ autonomy-supportive and controlling behaviour on adolescents’ intrinsic motivation in physical education: Test of a conditional process model. The 7th International Self-determination Theory Conference, Egmond aan Zee, Netherlands, May 21-24. VUmc School of Medical Sciences Amsterdam, 213−214.
 
Kalajas-Tilga, H., Koka, A., Tilga, H., Hein, V., Raudsepp, L. (2019). Perceived autonomy support in physical education and adolescents' objectively measured leisure-time physical activity: A trans-contextual model. The 7th International Self-determination Theory Conference, Egmond aan Zee, Netherlands, May 21-24. VUmc School of Medical Sciences Amsterdam, 214.
 
Tilga, H.; Hein, V.; Koka, A. (2018). Enhancing students’ psychological need satisfaction and intrinsic motivation by increasing physical education teachers’ autonomy support. The 11th Baltic Sport Science Conference, Estonia, Tartu, April 25-27. University of Tartu.
 
Kalajas-Tilga, H.; Hein, V.; Koka, A.; Tilga, H.; Raudsepp, L. (2018). Using the self-determination theory to explain the objectively measured physical activity among adolescents. The 11th Baltic Sport Science Conference, Estonia, Tartu, April 25-27. University of Tartu.
 
Koka, A.; Tilga, H.; Hein, V.; Kalajas-Tilga, H.; Raudsepp, L. (2018). Perceived teachers' autonomy support and students' intrinsic motivation in physical education: the mediating role of perceived need for novelty. The 8th International Conference on Sports and Exercise Science, Bangkok, Thailand, June 20-22. Chulalongkorn University, 126−126.
 
Tilga, H.; Hein, V.; Koka, A. (2018). The effects of web-based intervention program on physical education teachers’ autonomy-supportive and controlling behaviour. 23rd annual Congress of the ECSS, Ireland, Dublin, July 4-7. European College of Sport Science, 252−252.
 
Kalajas-Tilga, H., Koka, A., Hein, V., Tilga, H., Raudsepp, L. (2018). How Physical Education Teachers' autonomy supportive behaviour is related to objectively measured physical activity among adolescents. 23rd Annual Congress of the European College of Sport Science, Ireland, Dublin, July 4-7. European College of Sport Science, 252−253.
 
Tilga, H.; Hein, V.; Koka, A. (2017). The role of teachers’ controlling behaviour in physical education on adolescents’ health-related quality of life: A test of conditional process model. The 14th World ISSP Congress of Sport Psychology, Sevilla, Spain, July 10-14. International Society of Sport Psychology, 551−552.
 
Tilga, H.; Hein, V.; Koka, A. (2016). The initial validation of multidimensional scale to measure the perception of the teachers’ autonomy support. The 9th Baltic Sport Science Conference “Current Issues and New Ideas in Sport Science”, Kaunas, Lithuania, April 27-29, 2016.. Lithuanian Sports Univesity, 146−147.
 
Hein, V.; Mahoni, K.; Koka, A. (2014). How perceived physical education teachers' controlling behaviour is related with school bulling among students. Acta Kinesiologiae Universitatis Tartuensis 20 (supplement): Seventh conference of Baltic Society of Sport Sciences, Tartu, May 7-9, 2014. Ed. Pääsuke, M., Lätt, E., Jürimäe, J. University of Tartu Press, 96.
 
Caune, A.; Hein, V. (2011). Differences of the constructs related to motivation in physical education among Latvian and Estonian schoolchildren. Acta kinesiologiae Universitatis Tartuensis, 16: Fourth Baltic conference in Exercise and Sport Sciences. Ed. Toivo Jürimäe, Mati Pääsuke, Jaak Jütimäe. Tartu: University of Tartu, 32−32.
 
Hein, V. (2009). The comparison of exercise and dieting behaviors among adolescents. Congress proceedings: The 14th Annual Congress of the European College of Sports Science; Oslo, Norway, 24.- 27.07.2009.
 
Hein, V.; Pihu, M. (2009). A longitudinal study of the trans-contextual model of motivation predicting childrens’ physical activity. Congress proceedings: The 12 th World Congress of Sport Psychology; Marrakesh, Maroko; 24-27.06.09.
 
Hein, V.; Pihu, M. (2008). Trans-Contextual Model of Motivation Predicting Children’s Physical Activity Over Two Year Period. Acta Kinesiologiae Universitatis Tartuensis, 13: First Baltic Conference in Exercise and Sports Sciences and the First Baltic Conference of Young Scientists in Exercise and Sports Sciences 7-10 May, 2008 Tartu, Estonia. Ed. Jürimäe T, Jürimäe J. Tartu University Press, 77.
 
Koka, A.; Hein, V. (2008). The effect of perceived teaching behaviours on students’ self-determined motivation in physical education. Proceedings, Volume 1: International Convention on Science, Education and Medicine in Sport; Guangzhou, China; 2008.. , 97−98.
 
Hein, V.; Pihu, M.; Koka, A. (2008). The use of the trans-contextual model on student’s learning strategy and feedback on physical activity behaviour. Proceedings, Volume 1: 2008 International Convention on Science, Education and Medicine in Sport, Guangzhou, China, 1-5 august 2008. , 283−284.
 
Hein, V.; Pihu, M.; Koka, A. (2007). The effects of physical activity and grade levels on the components of transcontextual motivational model among girls. Book of Program & Abstracts: The Third International Self-Determination Theory Conference, Toronto, 24-27 mai 2007. , 72−73.
 
Pihu, M.; Hein, V.; Koka, A. (2006). Parent, teacher and peer autonomy support and leisure-time physical activity: a cross-gender evaluation of the trans-contextual model. Book of Abstracts: 11th annual Congress of the European College of Sport Science; Lausanne, Switzerland; 05-08 July, 2006. Ed. Hoppeler, H.; Reilly, T.; Tsolakidis, E.; Gfeller, L.; Klossner, S., 174−175.
 
Pihu, M., Hein, V., Koka, A. (2006). The processe by which percieved teacher behavior in physical education promotes leisure time physical activity behavior: a trans-contextual model. Book of Abstracts: 11th annual Congress of the European College of Sport Science; Lausanne; 05-08 July, 2006. Ed. Hoppeler, H.; Reilly, T.; Tsolakidis, E.; Gfeller, L.; Klossner, S., 160−161.
 
Koka, A.; Hein, V.; Pihu, M. (2006). Perceived positive general and perceived informational teacher feedback in physical education: Stability effects and relations with intrinsic motivation over a two-year period. Book of Abstracts: 11th Annual Congress, European College of Sport Science, Lausanne, 5-8 juuli, 2006. , 382−383.
 
Hein, V.; Pihu, M. (2006). Autonomy support from teachers, peers and parents among school students: trans-contextual motivation model. International Conference "Current Issues and New Ideas in Sport"; Kaunas, Lithuania; 5-6 October, 2006.
 
Hein, V. (2006). Trans-contextual motivation model to predict leisure time physical activity. World Leisure congress; Hangzhou, China; 15-20 October, 2006. Hangzau, China,.
 
Koka, A.; Hein, V. (2004). Perceptions of teacher's feedback and after-school sport participation as predictors of perceived threat to sense of self in physical education: A longitudinal study. Book of Abstracts: 9th Annual Congress, European College of Sport Science; Clermont-Ferrand, France; July 3-6, 2004. , 32.
 
Müür, M.; Hein, V. (2002). An impact of children cognitive processes on psychological outcome in physical education. 7th Annual Congress of the European College of Sport Science, University of Athens. Proceedings, Athens, Greece, 24-28 July: 7th Annual Congress of the European College of Sport Science; Athens, Greece; 24-28 July, 2002. , 975.
 
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. Book of Abstracts: 23rd ICPAFR International Sport Science Symposium. The Measurement and Testing in Physical Fitness, Physical Activity and Health: New Perspectives, Tartu, Estonia; 05-08.09.2002.. , 32.
 
Hein, V.; Koka, A. (2001). An impact of the perception of learning environment on motivation among schoolchildren. Book of Abstracts: 6th Annual Congress of the European College of Sport Science, Perspectives and Profiles; Cologne; 24-28 July 2001.. , 855.
 
Koka, A.; Hein, V. (2001). A role of the perceived learning environment on intrinsic motivation among students involved and not involved in sport. Abstracts: Sport Kinetics 2001 ”Human Movement as a Science in the New Millennium”. 7 th International Scientific Conference of the International Association of Sport Kinetics in Cooperation with the Faculty of Exercise and Sport Science, University of Tartu, Tartu. , 61−63.
 
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. Abstracts: Sport Psychology: Theory and Application, Kaunas. , 18.
 
Hein, V. (1999). The influence of the spine curvature parameters on postural control. Proceedings of World Congress of ICHPER & SD. Kairo,.
 
Hein, V.; Hermlin, K. (1998). Spine curvature angles and ratio index for spinal and abdominal muscle strength in girls ages 12-18 years. Selected readings from the 8th European Congress of ICHPER & SD. London: St. Mary's University College, 152−155.
6.2. Õpikud ja muud õppeotstarbelised publikatsioonid, v.a. kõrgkooliõpikud;
 
Hein, Vello; Paalits, Kalle (2011). Spordipedagoogika. Tartu: Tartu Ülikooli Kirjastus.
 
Hein, Vello (2005). Kehalise kasvatuse mõisted 7.-9. klassile : eesti-vene-eesti sõnastik. Tartu: Tartu Ülikooli Kirjastus.
 
Hein, Vello (2005). Kehalise kasvatuse mõisted 7.-9. klassile : eesti-vene-eesti sõnastik. Tartu: Tartu Ülikooli Kirjastus.
 
Hein, V. (1999). Kehalise kasvatuse õpetamisest. Tartu: Tartu Ülikooli Kirjastus.
 
Hein, V. (1999). Kehalise kasvatuse õpetamisest. Tartu: Tartu Ülikool.
6.8. Lühikirjutised teadusajakirjades ja kogumikes
 
Tilga, H., Kalajas-Tilga, H., Hein, V., Raudsepp, L., Koka, A. (2020). 15-Month Follow-Up Data on the Web-Based Autonomy-Supportive Intervention Program for PE Teachers. Perceptual and Motor Skills, 5−7. DOI: 10.1177/0031512519870914.
 
Vello Hein (2016). Perceived Autonomy Support and Behavioral Engagement in Physical Education: Comment on Yoo (2015). Perceptual and Motors Skills, 123 (1), 1−5.10.1177/0031512516653370.
22.02.2021

Otsi projekti

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Uus Frascati (2015)
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  • Leitud 6 kirjet
ProgrammLiikNumberNimiProjekti algusProjekti lõppVastutav täitjaAsutusFinantseerijapoolne rahastamine
MUUMKKSP08093A psychosocial intervention to reduce high-risk single session alcohol (binge) drinking among company employees in a workplace setting in four European nations.03.12.200703.12.2008Vello HeinTartu Ülikool7 980,01 EUR
PUT; PUT_OPPUT1542Kehaline aktiivsus, motivatsioon ja tervisega seotud elukvaliteet noorukitel01.01.201731.03.2021Lennart RaudseppTartu Ülikool, Meditsiiniteaduste valdkond, sporditeaduste ja füsioteraapia instituut196 800,00 EUR
SFSF0182543s03Spordipedagoogilised, sotsiaalteaduslikud ja kinantropomeetrilised determinandid spordis ja kehalises kasvatuses01.01.200331.12.2007Toivo JürimäeTartu Ülikool, Kehakultuuriteaduskond212 940,84 EUR
MUUNSVHI16281Tartu Ülikooli õpetajahariduse kompetentsikeskuse Pedagogicum arendamine01.04.201630.09.2018Anzori BarkalajaTartu Ülikool, Sotsiaalteaduste valdkond, haridusteaduste instituut1 399 948,50 EUR
ETFETF7100Õpetaja juhtimisstiili tajumise mõju õpilaste motivatsioonile kehalises kasvatuses01.01.200731.12.2010Andre KokaTartu Ülikool, Kehakultuuriteaduskond26 454,83 EUR
ETFETF6634Õpilaste kognitiivsete protsesside mõju nende kehalisele aktiivsusele vaba ajal01.01.200631.12.2009Vello HeinTartu Ülikool, Kehakultuuriteaduskond31 130,08 EUR