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

Andre Koka

https://www.etis.ee/CV/Andre_Koka/est
14.07.1977
+372 524 2656
andre.koka@ut.ee
AAF-9390-2021

Teenistuskäik

Töökohad ja ametid
01.01.2021–...   
Tartu Ülikool, Meditsiiniteaduste valdkond, sporditeaduste ja füsioteraapia instituut, kehalise kasvatuse didaktika kaasprofessor (1,00)
01.09.2017–31.12.2020   
Tartu Ülikool, Meditsiiniteaduste valdkond, sporditeaduste ja füsioteraapia instituut, kehalise kasvatuse didaktika dotsent (1,00)
01.05.2016–31.08.2017   
Tartu Ülikool, Meditsiiniteaduste valdkond, sporditeaduste ja füsioteraapia instituut, kehalise kasvatuse didaktika dotsent (1,00)
01.01.2016–30.04.2016   
Tartu Ülikool, Meditsiiniteaduste valdkond, sporditeaduste ja füsioteraapia instituut, kehalise kasvatuse didaktika dotsent (1,00)
01.09.2014–31.12.2015   
Tartu Ülikool, Kehakultuuriteaduskond, Spordipedagoogika ja treeninguõpetuse instituut, kehalise kasvatuse didaktika dotsent (1,00)
01.09.2014–31.12.2015   
Tartu Ülikool, Kehakultuuriteaduskond, Kehakultuuriteaduskonna dekanaat, programmijuht
07.11.2013–31.08.2014   
Tartu Ülikool, Kehakultuuriteaduskond, Kehakultuuriteaduskonna dekanaat, programmijuht
01.09.2011–31.08.2014   
Tartu Ülikool, Kehakultuuriteaduskond, Spordipedagoogika ja treeninguõpetuse instituut, kehalise kasvatuse didaktika dotsent (1,00)
01.09.2011–06.11.2013   
Tartu Ülikool, Kehakultuuriteaduskond, Kehakultuuriteaduskonna dekanaat, prodekaan
07.10.2010–31.08.2011   
Tartu Ülikool, Kehakultuuriteaduskond, Kehakultuuriteaduskonna dekanaat, prodekaan
01.01.2010–31.12.2013   
TÜ kehakultuuriteaduskonna prodekaan
01.09.2007–31.08.2011   
Tartu Ülikool, Kehakultuuriteaduskond, Spordipedagoogika ja treeninguõpetuse instituut, kehalise kasvatuse didaktika lektor (1,00)
01.09.2006–31.08.2007   
Tartu Ülikool, Kehakultuuriteaduskond, Spordipedagoogika ja treeninguõpetuse instituut, erakorraline lektor (1,00)
01.09.2005–31.08.2006   
Tartu Ülikool, Kehakultuuriteaduskond, Spordipedagoogika ja treeninguõpetuse instituut, erakorraline lektor (0,50)
01.09.2004–31.08.2005   
Tartu Ülikool, Kehakultuuriteaduskond, Spordipedagoogika ja treeninguõpetuse instituut, erakorraline lektor (0,50)
01.01.2001–31.12.2004   
Kuuste Põhikool, kehalise kasvatuse õpetaja
 
 
Haridustee
Kõrgem
2002–2006   
Tartu Ülikooli kehakultuuriteaduskond. Doktoriõpe.
2000–2002   
Tartu Ülikooli kehakultuuriteaduskond. Magistriõpe.
1999–2000   
Tartu Ülikooli kehakultuuriteaduskond. Õpetajakoolituse kutseaasta.
1995–1999   
Tartu Ülikooli kehakultuuriteaduskond. Bakalaureuseõpe.
1984–1995   
Tartu 15. Keskkool
 
 
Teadusorganisatsiooniline ja -administratiivne tegevus
2018−...   
Balti Sporditeadlaste Seltsi juhatuse liige
2014−...   
Eesti Kehalise Kasvatuse Liidu juhatuse liige
2010−...   
Balti Sporditeadlaste Seltsi liige
2009−...   
Tartu Ülikooli Kehakultuuriteaduskonna nõukogu liige
Doktorantide esindaja Tartu Ülikooli Nõukogus 2003/2004 õa.
Tartu Ülikooli Kehakultuuriteaduskonna nõukogu liige 2003-2005.õa.

Kvalifikatsioon

Teaduskraadid
Andre Koka, doktorikraad, 2006, (juh) Vello Hein, The role of perceived teacher feedback and perceived learning environment on intrinsic motivation in physical education, Tartu Ülikool, Kehakultuuriteaduskond.
 
 
Teaduspreemiad ja tunnustused
2018, Andre Koka, 8th International Conference on Sports and Exercise Science (ICSES 2018, Bangkok, Thailand), oral presentation competition, 2nd runner up.
 
 
Teadustöö põhisuunad
ETIS KLASSIFIKAATOR: 2. Ühiskonnateadused ja kultuur; 2.10. Kasvatusteadused; CERCS KLASSIFIKAATOR: S283 Psühhopedagoogika
ETIS KLASSIFIKAATOR: 3. Terviseuuringud; 3.8. Sporditeadus; CERCS KLASSIFIKAATOR: S273 Kehaline kasvatus ja motoorika, sport
ETIS KLASSIFIKAATOR: 2. Ühiskonnateadused ja kultuur; 2.8. Psühholoogia; CERCS KLASSIFIKAATOR: S263 Sotsiaalpsühholoogia
 
 
Lisainfo
MSc
University of Tartu, 2002

Jooksvad projektid

Lõppenud projektid

Juhendamisel väitekirjad

Juhendatud väitekirjad

Publikatsioonid

Klass
Aasta
Publikatsioon
 
1.1.
2022
Tilga, H., Kalajas-Tilga, H., Hein, V., Raudsepp, L., & Koka, A. (2022). 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].
1.1.
2022
Kalajas-Tilga, H., Hein, V., Koka, A., Tilga, H., Raudsepp, L. & Hagger, M. S. (2022). Application of the Trans-Contextual Model to Predict Change in Leisure Time Physical Activity. Psychology & Health, 37 (1), 62−86. DOI: 10.1080/08870446.2020.1869741.
1.1.
2022
Kalajas-Tilga, H., Hein, V., Koka, A., Tilga, H., Raudsepp, L. & Hagger, M. S. (2022). Trans-Contextual Model Predicting Change in Out-of-School Physical Activity: A One-Year Longitudinal Study. European Physical Education Review, 28 (2), 463−481. DOI: 10.1177/1356336X211053807.
5.2.
2022
Koka, A., Kalajas-Tilga, H., Tilga, H., Hein, V. & Raudsepp, L. (2022). Self-Determination Theory Predicting Change In Students’ Motivation In Physical Education: A One-Year Longitudinal Study. 15th Conference of Baltic Society of Sport Sciences, April 28-29. Lithuanian Sports University, 32.
1.1.
2021
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, 52, 266−286. DOI: 10.7352/IJSP.2021.52.266.
1.1.
2021
Tilga, H., Kalajas-Tilga, H., Hein, V., Raudsepp, L. & Koka, A. (2021). One-year Follow-up Data on the Face-to-face Autonomy-Supportive Intervention Program for Physical Education Teachers. International Journal of Sport Psychology, 52 (6), 569−572. DOI: 10.31234/osf.io/qu8jm.
1.1.
2021
Tilga, H., Kalajas-Tilga, H., Hein, V., Raudsepp, L. & Koka, A. (2021). Effects of a Web-Based Autonomy-Supportive Intervention on Physical Education Teacher Outcomes. Education Sciences, 11 (7), 316. DOI: 10.3390/educsci11070316.
1.1.
2021
Hein, V., Koka, A.; Tilga, H.; Kalajas-Tilga, H.; Raudsepp, L. (2021). The Roles of Grit and Motivation in Predicting Children’s Leisure-time Physical Activity: One-year Effects. Perceptual and Motor Skills, 128 (6), 2688−2709. DOI: 10.1177/00315125211040448.
1.1.
2021
Tilga, H., Kalajas-Tilga, H., Hein, V., Raudsepp, L., & Koka, A. (2021). Perceived Autonomy Support from Peers, Parents, and Physical Education Teachers as Predictors of Physical Activity and Health-Related Quality of Life among Adolescents—A One-Year Longitudinal Study. Education Sciences, 11 (9), 457. DOI: 10.3390/educsci11090457.
1.1.
2021
Tilga, H., Kalajas-Tilga, H., Hein, V. & Koka, A. (2021). Web-based and face-to-face autonomy-supportive intervention for physical education teachers and students’ experiences. Journal of Sports Science and Medicine, 20, 672−683. DOI: 10.52082/jssm.2021.672.
5.2.
2021
Skurvydas, A., Lisinskienė, A., Lochbaum, M., Majauskienė, D., Valančienė, D., Dadelienė, R., Fatkulina, N., Koka, A., Tilga, H., Fernate, A. & Vazne, Z. (2021). Physical activity research during COVID-19 across the Baltic States. 14th Conference of Baltic Society of Sport Sciences, Riga, Latvia, April 29-30. Latvijas Sporta Pedagogijas Akademija.
5.2.
2021
Meerits, P.-R., Raudsepp, L., Tilga, H., Koka, A. (2021). Theory-based interventions combining physical education teachers' and parents' autonomy-supportive training to increase out-of-school physical activity among secondary school students – a randomized controlled trial protocol. 14th Conference of Baltic Society of Sport Sciences, Riga, Latvia, April 29-30. Latvijas Sporta Pedagogijas Akademija.
5.2.
2021
Tilga H., Kalajas-Tilga, H., Hein, V., Raudsepp, L. & Koka, A. (2021). The role of autonomy support from peers, parents and physical education teachers on adolescents’ physical activity and health-related quality of life: A one-year test of the trans-contextual model. 26th Annual ECSS Virtual Congress, September 8-10. European College of Sport Science, 180−180.
5.2.
2021
Meerits, P.-R., Raudsepp, L., Tilga, H., Hein, V., Koka, A. (2021). Development of the theory- and web-based parental autonomy-supportive intervention to increase out-of-school physical activity among secondary school students. 26th Annual ECSS Virtual Congress, September 8-10. European College of Sport Science, 221−222.
1.1.
2020
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.
1.1.
2020
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 (1), 81−99. DOI: 10.7352/IJSP.2020.51.081.
1.1.
2020
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.
1.1.
2020
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.
1.1.
2020
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.
1.1.
2020
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.
1.2.
2020
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.
6.8.
2020
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.
1.1.
2019
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.
1.1.
2019
Tilga, Henri; Hein, Vello; Koka, Andre (2019). Effects of a Web-Based Intervention for PE Teachers on Students' Perceptions of Teacher Behaviors, Psychological Needs, and Intrinsic Motivation. Perceptual and Motor Skills, 126 (3), 559−580. DOI: 10.1177/0031512519840150.
1.1.
2019
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.
1.1.
2019
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.
1.2.
2019
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.
5.2.
2019
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.
5.2.
2019
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.
5.2.
2019
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.
5.2.
2019
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.
1.1.
2018
Koka, A.; Sildala, H. (2018). Gender differences in the relationships between perceived teachers' controlling behaviors and amotivation in physical education. Journal of Teaching in Physical Education, 37 (2), 197−208. DOI: 10.1123/jtpe.2017-0199.
1.1.
2018
Mäestu, Evelin; Kull, Merike; Mooses, Kerli; Mäestu, Jarek; Pihu, Maret; Koka, Andre; Raudsepp, Lennart; Jürimäe, Jaak (2018). The Results from Estonia's 2018 Report Card on Physical Activity for Children and Youth. Journal of Physical Activity and Health, 15 (S2), S350−S352. DOI: 10.1123/jpah.2018-0456.
1.2.
2018
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.
5.2.
2018
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.
5.2.
2018
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.
5.2.
2018
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.
5.2.
2018
Hein, V.; Koka, A.; Tilga, H.; Kalajas-Tilga, H.; Raudsepp, L. (2018). How objectively measured physical activity is related to psychological constructs: A pilot study among Estonian students. The 8th International Conference on Sports and Exercise Science, Bangkok, Thailand, June 20-22. Chulalongkorn University, 103−103.
5.2.
2018
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.
5.2.
2018
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.
1.1.
2017
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. DOI: 10.1080/13548506.2016.1211298.
1.1.
2017
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), 20150088. DOI: 10.1515/ijamh-2015-0088.
1.1.
2017
Koka, A. (2017). Effectiveness of a brief intervention using process-based mental simulations in promoting muscular strength in physical education. European Physical Education Review, 23 (4), 412−427. DOI: 10.1177/1356336X16653086.
1.1.
2017
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.
5.2.
2017
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.
5.2.
2017
Põder, T.; Tilga, H.; Koka, A. (2017). Perceived coaching behaviours and motivation in rhythmic gymnasts: the mediating role of perceived need for novelty. The 14th World ISSP Congress of Sport Psychology, Sevilla, Spain, July 10-14. International Society of Sport Psychology, 74−74.
5.2.
2016
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.
5.2.
2016
Koka, A. (2016). Evidence that process simulations in a physical education setting promote healt-related physical fitness among adolescents. The 9-th Conference of the Baltic Sport Society "Current Issues and New Ideas in Sport Science, April 27-29 2016, Kaunas, Lithuania.. Lithuanian Sports Univesity, 50−51.
1.1.
2015
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.
3.5.
2015
Puhke,R; Pehme,A; Koka,A; Kaasik,P. (2015). Brief overview of „Lifelong Learning Programme Facilitating Higher Education for Athletes-WINNER EDUCATION MODEL” project: preliminary findings on Estonian student-athletes dual career activities. 8`Conference of Baltic Society of Sport Sciences "SPORT SCIENCE FOR SPORT PRACTICE AND TEACHER`S TRAINING: 8`Conference of Baltic Society of Sport Sciences. April 22-24, 2015 Vilnius, Lituania. Ed. Kazys Milasius, Donautas Grazulis. Lituanian University of Educational Science: Lituanian University of Educational Science, 165.
1.1.
2014
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. DOI: 10.7352/IJSP.2014.45.187.
5.2.
2014
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.
5.2.
2014
Koka, A. (2014). Perceived teacher’s autonomy support and students’ fair play behaviour in physical education and leisure-time physical activity contexts: An application of the trans-contextual model. 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, 105.
1.1.
2013
Koka, A. (2013). The relationships between perceived teaching behaviours and motivation in physical education: A 1-year longitudinal study. Scandinavian Journal of Educational Research, 57 (1), 33−53. DOI: 10.1080/00313831.2011.621213.
1.2.
2013
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 Universitatis Tartuensis, 19, 48−62.
1.1.
2012
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.
1.1.
2012
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.
1.1.
2012
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.
1.2.
2012
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.
1.1.
2011
Viira, R.; Koka, A. (2011). Health-related quality of life of Estonian adolescents: reliability and validity of the PedsQLTM 4.0 Generic Core Scales in Estonia. Acta Paediatrica, 100 (7), 1043−1047. DOI: 10.1111/j.1651-2227.2011.02193.x.
1.2.
2011
Ahlbäck, K.; Koka, A.; Janson, T. (2011). Estonian and Finnish graduating seniors opinions and motivation about physical education. In: Acta Kinesiologiae Universitatis Tartuensis (7−23). . Tartu: Tartu University Press.
5.2.
2011
Viira, R; Koka, A. (2011). Does students' motivational responses toward physical education are correlated with after-school sport participation? Acta Kinesiologiae Universitatis Tartuensis (supplement), 16: Fourth Baltic Conference in Exercise and Sport Sciences; Tartu, Eesti; 07.-09.aprill 2011. Ed. Jürimäe, T; Pääsuke, M.; Jürimäe, J. Tartu University Press, 146.
5.2.
2011
Koka, A.; Viira, R. (2011). Causal relationships between global self-esteem and health-related quality of life among adolescents. Acta Kinesiologiae Universitatis Tartuensis (supplement), 16: Fourth Baltic Conference in Exercise and Sport Sciences; Tartu, Eesti; 07.-09. aprill 2011. Ed. Jürimäe, T; Pääsuke, M; Jürimäe J. Tartu: Tartu University Press, 102.
1.1.
2010
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, 1, 74−86.
1.2.
2010
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.
1.2.
2010
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.
2.4.
2010
Raudsepp, L.; Hannus, A.; Matsi, J.; Koka, A. (2010). Spordipsühholoogia õpik. Atlex.
3.2.
2010
Koka, A. (2010). Lõiming kehalises kasvatuses. Jaani, J.; Aru, L. (Toim.). Lõiming: Lõimingu võimalusi põhikooli õppekavas. Kogumik (298−321). . Tartu Ülikooli haridusuuringute ja õppekavaarenduse keskus.
3.2.
2010
Kõiv, K.; Koka, A. (2010). Inimeseõpetuse ja kehalise kasvatuse lõiming. Jaani, J.; Aru, L. (Toim.). Lõiming: lõimingu võimalusi põhikooli õppekavas. Kogumik (589−591). . Tartu: Tartu Ülikooli haridusuuringute ja õppekavaarenduse keskus.
3.2.
2010
Koka, A. (2010). Lõimingust kehalises kasvatuses. Ülo Kurig; Inge Raudsepp (Toim.). Põhikooli valdkonnaraamat KEHALINE KASVATUS (x−x). . Eesti Haridusministeerium.
3.2.
2010
Koka, A. (2010). Õpilaste motiveerimine kehalises kasvatuses. Ülo Kurig; Inge Raudsepp (Toim.). Põhikooli valdkonnaraamat KEHALINE KASVATUS (x−x). . Eesti Haridusministeerium.
5.2.
2010
Viira, R.; Koka, A. (2010). The effect of teacher and peers need support in physical education on students’ leisure time physical activity behaviour. 6th Annual International Conference on Kinesiology & Exercise Sciences, 28-30 June 2010 & 1 July 2010 Athens, Greece.
5.2.
2010
Koka, A.; Viira, R. (2010). The effect of two types of implementation intention with self-administered mental strategy in promoting exercise behaviour among Estonian adolescents. Book of Abstracts: 15th Annual Congress of the European College of Sport Science; Antalya, Türgi; 23.-26.06.2010. , 662−663.
5.2.
2010
Koka, A. (2010). Perceived teaching behaviours and students’ autonomous and controlled motivation in physical education: Reciprocal or unidirectional effects? Book of Abstracts: 15th Annual Congress of the European College of Sport Science; Antalya, Türgi; 23.-26.06.2010. , 555−556.
5.2.
2010
Viira, R.; Koka, A. (2010). The effect of teacher and peers need support in physical education on students’ self-esteem and healt-related quality of life. Abstract book: Physical Activity and Sport in Changing Society: Research, Theory, Practice and Management: 3rd Baltic Sport Science Conference; Riia, Läti; 29. aprill - 01. mai 2010. , 122−123.
5.2.
2010
Koka, A.; Viira, R. (2010). The use of implementation intention and self-administered mental strategy in promoting exercise behaviour among Estonian adolescents. Abstracts book: Physical Activity and Sport in Changing Society: Research, Theory, Practice and Management: 3rd Baltic Sport Science Conference; Riia, Läti; 29. aprill - 01. mai 2010. , 87.
5.2.
2010
Viira, R.; Koka, A. (2010). Teacher and peers need support in physical education and their relationship to students’ motivation, self-esteem and health-related quality of life. Book of Program & Abstracts: The Fourth International Self-Determination Theory Conference; Ghent, Belgium; 13-16 mai 2010. , 56.
5.2.
2010
Koka, A. (2010). Causal relationships of perceived teaching behaviours with students’ autonomous and controlled motivation in physical education: A longitudinal study. Book of Program & Abstracts: The Fourth International Self-Determination Theory Conference; Ghent, Belgium; 13-16 mai, 2010. , 248−249.
6.2.
2010
Koka, A. (2010). Motivatsioon spordis. Raudsepp, L.; Hannus, A.; Matsi, J.; Koka, A.. Spordipsühholoogia õpik (81−116). . Atlex.
3.2.
2009
Koka, A. (2009). The causal ordering among dimensions of perceived teacher's leadership style and students' motivation in physical education. In: Dynamic facets of physical education and sports studies (26−27). . Tirunveli, Tamilnadu, India: Publication Division.
1.1.
2008
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.
3.1.
2008
Koka, A. (2008). Perceived teaching behaviours and motivation in physical education: Effect of age. In: Jürimae, T.; Armstrong, N.; Jürimäe, J. (Ed.). Children and Exercise XXIV: The Proceedings of the 24th Pediatric Work Physiology Meeting (71−74). . Routledge Taylor & Francis Ltd.
5.2.
2008
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.
5.2.
2008
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.
5.2.
2008
Koka, A. (2008). The role of perceived teaching behaviours on motivation in physical education. Acta Kinesiologiae Universitatis Tartuensis, Vol. 13 (Supplement): The First Baltic Conference in Exercise and Sport Sciences; Tartu, Eesti; 07-10.05.2008. , 87.
3.1.
2007
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..
5.2.
2007
Koka, A.; Ernits, Ü. (2007). Perceived teaching behaviours and motivation in physical education: effect of age. Acta Kinesiologiae Universitatis Tartuensis, 12: The 24th Pediatric Work Physiology Meeting; Tallinn, Estonia; 5-9 September 2007. , 117.
5.2.
2007
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.
5.2.
2007
Koka, A. (2007). Perceived teaching behaviors and students’ intrinsic motivation in physical education. Book of Program & Abstracts: The Third International Self-Determination Theory Conference; Toronto; 24-27 May 2007. , 41.
5.2.
2007
Koka, A. (2007). Õpetaja käitumise tajumise mõju õpilaste sisemisele motivatsioonile kehalises kasvatuses. Teesikogumik: Teadus, sport ja meditsiin VII; Tartu; 09.-10. märts 2007. , 119.
1.1.
2006
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.
1.1.
2006
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.
2.3.
2006
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.
5.2.
2006
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.
5.2.
2006
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.
5.2.
2006
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.
1.1.
2005
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.
6.2.
2005
Haller, A.; Koka, A.; Kull, M.; Männik, R.; Noormets, J.; Pomerants, T.; Remmelkoor, R.; Sepp, R.; Voolaid, K. (2005). Kooliolümpiamängude käsiraamat. Tartu: Eesti Olümpiaakadeemia.
1.2.
2004
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.
5.2.
2004
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.
1.1.
2003
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.
1.2.
2003
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.
5.2.
2003
Koka, A. (2003). Perceptions of teacher's feedback and threat to sense of self in physical education: A structural equation modeling in a longitudinal perspective. Book of Abstracts: 8th Annual Congress, European College of Sport Science; Salzburg; July 9-12 2003. , 418.
1.2.
2002
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.
5.2.
2002
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.
1.3.
2001
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.
3.2.
2001
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.
3.2.
2001
Koka, A.; Hein, V. (2001). Tagasisidest kehaliste harjutuste õpetamiselja selle omandamisest koolipraktikal. Kehakultuuriteaduskonna teadus- ja õppemetoodiliste tööde kogumik (113−121). . Tartu: Tartu Ülikool.
5.2.
2001
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.
5.2.
2001
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.
5.2.
2001
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.
13.05.2022

Andre Koka

https://www.etis.ee/CV/Andre_Koka/eng
14.07.1977
+372 524 2656
andre.koka@ut.ee
AAF-9390-2021

Career

Institutions and positions
01.01.2021–...   
University of Tartu, Faculty of Medicine, Institute of Sport Sciences and Physiotherapy, Associate Professor in Didactics of Physical Education (1,00)
01.09.2017–31.12.2020   
University of Tartu, Faculty of Medicine, Institute of Sport Sciences and Physiotherapy, Associate Professor in Didactics of Physical Education (1,00)
01.05.2016–31.08.2017   
University of Tartu, Faculty of Medicine, Institute of Sport Sciences and Physiotherapy, Associate Professor in Didactics of Physical Education (1,00)
01.01.2016–30.04.2016   
University of Tartu, Faculty of Medicine, Institute of Sport Sciences and Physiotherapy, Associate Professor in Didactics of Physical Education (1,00)
01.09.2014–31.12.2015   
University of Tartu, Faculty of Exercise and Sport Sciences, Institute of Sport Pedagogy, Associate Professor in Didactics of Physical Education (1,00)
01.09.2014–31.12.2015   
University of Tartu, Faculty of Exercise and Sport Sciences, Dean's Office, Programme Director
07.11.2013–31.08.2014   
University of Tartu, Faculty of Exercise and Sport Sciences, Dean's Office, Programme Director
01.09.2011–31.08.2014   
University of Tartu, Faculty of Exercise and Sport Sciences, Institute of Sport Pedagogy, Associate Professor in Didactics of Physical Education (1,00)
01.09.2011–06.11.2013   
University of Tartu, Faculty of Exercise and Sport Sciences, Dean's Office, Vice Dean
07.10.2010–31.08.2011   
University of Tartu, Faculty of Exercise and Sport Sciences, Dean's Office, Vice Dean
01.01.2010–31.12.2013   
Vice-Dean of the Faculty of Exercise and Sport Sciences, University of Tartu
01.09.2007–31.08.2011   
University of Tartu, Faculty of Exercise and Sport Sciences, Institute of Sport Pedagogy, Lecturer in Didactics of Physical Education (1,00)
01.09.2006–31.08.2007   
University of Tartu, Faculty of Exercise and Sport Sciences, Institute of Sport Pedagogy, Lecturer extraordinarius (1,00)
01.09.2005–31.08.2006   
University of Tartu, Faculty of Exercise and Sport Sciences, Institute of Sport Pedagogy, Lecturer extraordinarius (0,50)
01.09.2004–31.08.2005   
University of Tartu, Faculty of Exercise and Sport Sciences, Institute of Sport Pedagogy, Lecturer extraordinarius (0,50)
01.01.2001–31.12.2004   
2001 - 2004 Physical education teacher in a Primary school of Kuuste
 
 
Education
Kõrgem
2002–2006   
PhD. Faculty of Exercise and Sport Sciences, University of Tartu
2000–2002   
MSc. Faculty of Exercise and Sport Sciences, University of Tartu
1999–2000   
Teacher training, Faculty of Exercise and Sport Sciences, University of Tartu
1995–1999   
BSc, Faculty of Exercise and Sport Sciences, University of Tartu
1984–1995   
Tartu 15. Secondary School
 
 
R&D related managerial and administrative work
2018−...   
Board member of the Baltic Sport Science Society (BSSS)
2014−...   
Board member of the Estonian Physical Education Association
2010−...   
Member of the Baltic Sport Science Society (BSSS)
2009−...   
Member of the Scientific Board of the Faculty of Exercise and Sport Sciences, University of Tartu
Representative of the Students Union in the Board of University of Tartu 2003/2004 academic year.
Member of the Scientific Board of the Faculty of Exercise and Sport Sciences, University of Tartu, 2003-2005 academic year.

Qualifications

Academic degrees
Andre Koka, Doctor's Degree, 2006, (sup) Vello Hein, The role of perceived teacher feedback and perceived learning environment on intrinsic motivation in physical education, University of Tartu, Faculty of Exercise and Sport Sciences.
 
 
Honours & awards
2018, Andre Koka, 8th International Conference on Sports and Exercise Science (ICSES 2018, Bangkok, Thailand), oral presentation competition, 2nd runner up.
 
 
Fields of research
ETIS CLASSIFICATION: 2. Culture and Society; 2.10. Education; CERCS CLASSIFICATION: S283 Psychopedagogy
ETIS CLASSIFICATION: 3. Health; 3.8. Sport Sciences; CERCS CLASSIFICATION: S273 Physical training, motorial learning, sport
ETIS CLASSIFICATION: 2. Culture and Society; 2.8. Psychology; CERCS CLASSIFICATION: S263 Social psychology
 
 
Additional information
MSc
University of Tartu, 2002

Projects in progress

Completed projects

Dissertations under supervision

Supervised dissertations

Publications

Category
Year
Publication
 
1.1.
2022
Tilga, H., Kalajas-Tilga, H., Hein, V., Raudsepp, L., & Koka, A. (2022). 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 [forthcoming].
1.1.
2022
Kalajas-Tilga, H., Hein, V., Koka, A., Tilga, H., Raudsepp, L. & Hagger, M. S. (2022). Application of the Trans-Contextual Model to Predict Change in Leisure Time Physical Activity. Psychology & Health, 37 (1), 62−86. DOI: 10.1080/08870446.2020.1869741.
1.1.
2022
Kalajas-Tilga, H., Hein, V., Koka, A., Tilga, H., Raudsepp, L. & Hagger, M. S. (2022). Trans-Contextual Model Predicting Change in Out-of-School Physical Activity: A One-Year Longitudinal Study. European Physical Education Review, 28 (2), 463−481. DOI: 10.1177/1356336X211053807.
5.2.
2022
Koka, A., Kalajas-Tilga, H., Tilga, H., Hein, V. & Raudsepp, L. (2022). Self-Determination Theory Predicting Change In Students’ Motivation In Physical Education: A One-Year Longitudinal Study. 15th Conference of Baltic Society of Sport Sciences, April 28-29. Lithuanian Sports University, 32.
1.1.
2021
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, 52, 266−286. DOI: 10.7352/IJSP.2021.52.266.
1.1.
2021
Tilga, H., Kalajas-Tilga, H., Hein, V., Raudsepp, L. & Koka, A. (2021). One-year Follow-up Data on the Face-to-face Autonomy-Supportive Intervention Program for Physical Education Teachers. International Journal of Sport Psychology, 52 (6), 569−572. DOI: 10.31234/osf.io/qu8jm.
1.1.
2021
Tilga, H., Kalajas-Tilga, H., Hein, V., Raudsepp, L. & Koka, A. (2021). Effects of a Web-Based Autonomy-Supportive Intervention on Physical Education Teacher Outcomes. Education Sciences, 11 (7), 316. DOI: 10.3390/educsci11070316.
1.1.
2021
Hein, V., Koka, A.; Tilga, H.; Kalajas-Tilga, H.; Raudsepp, L. (2021). The Roles of Grit and Motivation in Predicting Children’s Leisure-time Physical Activity: One-year Effects. Perceptual and Motor Skills, 128 (6), 2688−2709. DOI: 10.1177/00315125211040448.
1.1.
2021
Tilga, H., Kalajas-Tilga, H., Hein, V., Raudsepp, L., & Koka, A. (2021). Perceived Autonomy Support from Peers, Parents, and Physical Education Teachers as Predictors of Physical Activity and Health-Related Quality of Life among Adolescents—A One-Year Longitudinal Study. Education Sciences, 11 (9), 457. DOI: 10.3390/educsci11090457.
1.1.
2021
Tilga, H., Kalajas-Tilga, H., Hein, V. & Koka, A. (2021). Web-based and face-to-face autonomy-supportive intervention for physical education teachers and students’ experiences. Journal of Sports Science and Medicine, 20, 672−683. DOI: 10.52082/jssm.2021.672.
5.2.
2021
Skurvydas, A., Lisinskienė, A., Lochbaum, M., Majauskienė, D., Valančienė, D., Dadelienė, R., Fatkulina, N., Koka, A., Tilga, H., Fernate, A. & Vazne, Z. (2021). Physical activity research during COVID-19 across the Baltic States. 14th Conference of Baltic Society of Sport Sciences, Riga, Latvia, April 29-30. Latvijas Sporta Pedagogijas Akademija.
5.2.
2021
Meerits, P.-R., Raudsepp, L., Tilga, H., Koka, A. (2021). Theory-based interventions combining physical education teachers' and parents' autonomy-supportive training to increase out-of-school physical activity among secondary school students – a randomized controlled trial protocol. 14th Conference of Baltic Society of Sport Sciences, Riga, Latvia, April 29-30. Latvijas Sporta Pedagogijas Akademija.
5.2.
2021
Tilga H., Kalajas-Tilga, H., Hein, V., Raudsepp, L. & Koka, A. (2021). The role of autonomy support from peers, parents and physical education teachers on adolescents’ physical activity and health-related quality of life: A one-year test of the trans-contextual model. 26th Annual ECSS Virtual Congress, September 8-10. European College of Sport Science, 180−180.
5.2.
2021
Meerits, P.-R., Raudsepp, L., Tilga, H., Hein, V., Koka, A. (2021). Development of the theory- and web-based parental autonomy-supportive intervention to increase out-of-school physical activity among secondary school students. 26th Annual ECSS Virtual Congress, September 8-10. European College of Sport Science, 221−222.
1.1.
2020
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.
1.1.
2020
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 (1), 81−99. DOI: 10.7352/IJSP.2020.51.081.
1.1.
2020
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.
1.1.
2020
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.
1.1.
2020
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.
1.1.
2020
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.
1.2.
2020
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.
6.8.
2020
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.
1.1.
2019
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.
1.1.
2019
Tilga, Henri; Hein, Vello; Koka, Andre (2019). Effects of a Web-Based Intervention for PE Teachers on Students' Perceptions of Teacher Behaviors, Psychological Needs, and Intrinsic Motivation. Perceptual and Motor Skills, 126 (3), 559−580. DOI: 10.1177/0031512519840150.
1.1.
2019
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.
1.1.
2019
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.
1.2.
2019
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.
5.2.
2019
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.
5.2.
2019
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.
5.2.
2019
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.
5.2.
2019
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.
1.1.
2018
Koka, A.; Sildala, H. (2018). Gender differences in the relationships between perceived teachers' controlling behaviors and amotivation in physical education. Journal of Teaching in Physical Education, 37 (2), 197−208. DOI: 10.1123/jtpe.2017-0199.
1.1.
2018
Mäestu, Evelin; Kull, Merike; Mooses, Kerli; Mäestu, Jarek; Pihu, Maret; Koka, Andre; Raudsepp, Lennart; Jürimäe, Jaak (2018). The Results from Estonia's 2018 Report Card on Physical Activity for Children and Youth. Journal of Physical Activity and Health, 15 (S2), S350−S352. DOI: 10.1123/jpah.2018-0456.
1.2.
2018
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.
5.2.
2018
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.
5.2.
2018
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.
5.2.
2018
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.
5.2.
2018
Hein, V.; Koka, A.; Tilga, H.; Kalajas-Tilga, H.; Raudsepp, L. (2018). How objectively measured physical activity is related to psychological constructs: A pilot study among Estonian students. The 8th International Conference on Sports and Exercise Science, Bangkok, Thailand, June 20-22. Chulalongkorn University, 103−103.
5.2.
2018
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.
5.2.
2018
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.
1.1.
2017
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. DOI: 10.1080/13548506.2016.1211298.
1.1.
2017
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), 20150088. DOI: 10.1515/ijamh-2015-0088.
1.1.
2017
Koka, A. (2017). Effectiveness of a brief intervention using process-based mental simulations in promoting muscular strength in physical education. European Physical Education Review, 23 (4), 412−427. DOI: 10.1177/1356336X16653086.
1.1.
2017
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.
5.2.
2017
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.
5.2.
2017
Põder, T.; Tilga, H.; Koka, A. (2017). Perceived coaching behaviours and motivation in rhythmic gymnasts: the mediating role of perceived need for novelty. The 14th World ISSP Congress of Sport Psychology, Sevilla, Spain, July 10-14. International Society of Sport Psychology, 74−74.
5.2.
2016
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.
5.2.
2016
Koka, A. (2016). Evidence that process simulations in a physical education setting promote healt-related physical fitness among adolescents. The 9-th Conference of the Baltic Sport Society "Current Issues and New Ideas in Sport Science, April 27-29 2016, Kaunas, Lithuania.. Lithuanian Sports Univesity, 50−51.
1.1.
2015
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.
3.5.
2015
Puhke,R; Pehme,A; Koka,A; Kaasik,P. (2015). Brief overview of „Lifelong Learning Programme Facilitating Higher Education for Athletes-WINNER EDUCATION MODEL” project: preliminary findings on Estonian student-athletes dual career activities. 8`Conference of Baltic Society of Sport Sciences "SPORT SCIENCE FOR SPORT PRACTICE AND TEACHER`S TRAINING: 8`Conference of Baltic Society of Sport Sciences. April 22-24, 2015 Vilnius, Lituania. Ed. Kazys Milasius, Donautas Grazulis. Lituanian University of Educational Science: Lituanian University of Educational Science, 165.
1.1.
2014
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. DOI: 10.7352/IJSP.2014.45.187.
5.2.
2014
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.
5.2.
2014
Koka, A. (2014). Perceived teacher’s autonomy support and students’ fair play behaviour in physical education and leisure-time physical activity contexts: An application of the trans-contextual model. 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, 105.
1.1.
2013
Koka, A. (2013). The relationships between perceived teaching behaviours and motivation in physical education: A 1-year longitudinal study. Scandinavian Journal of Educational Research, 57 (1), 33−53. DOI: 10.1080/00313831.2011.621213.
1.2.
2013
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 Universitatis Tartuensis, 19, 48−62.
1.1.
2012
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.
1.1.
2012
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.
1.1.
2012
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.
1.2.
2012
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.
1.1.
2011
Viira, R.; Koka, A. (2011). Health-related quality of life of Estonian adolescents: reliability and validity of the PedsQLTM 4.0 Generic Core Scales in Estonia. Acta Paediatrica, 100 (7), 1043−1047. DOI: 10.1111/j.1651-2227.2011.02193.x.
1.2.
2011
Ahlbäck, K.; Koka, A.; Janson, T. (2011). Estonian and Finnish graduating seniors opinions and motivation about physical education. In: Acta Kinesiologiae Universitatis Tartuensis (7−23). . Tartu: Tartu University Press.
5.2.
2011
Viira, R; Koka, A. (2011). Does students' motivational responses toward physical education are correlated with after-school sport participation? Acta Kinesiologiae Universitatis Tartuensis (supplement), 16: Fourth Baltic Conference in Exercise and Sport Sciences; Tartu, Eesti; 07.-09.aprill 2011. Ed. Jürimäe, T; Pääsuke, M.; Jürimäe, J. Tartu University Press, 146.
5.2.
2011
Koka, A.; Viira, R. (2011). Causal relationships between global self-esteem and health-related quality of life among adolescents. Acta Kinesiologiae Universitatis Tartuensis (supplement), 16: Fourth Baltic Conference in Exercise and Sport Sciences; Tartu, Eesti; 07.-09. aprill 2011. Ed. Jürimäe, T; Pääsuke, M; Jürimäe J. Tartu: Tartu University Press, 102.
1.1.
2010
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, 1, 74−86.
1.2.
2010
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.
1.2.
2010
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.
2.4.
2010
Raudsepp, L.; Hannus, A.; Matsi, J.; Koka, A. (2010). Spordipsühholoogia õpik. Atlex.
3.2.
2010
Koka, A. (2010). Lõiming kehalises kasvatuses. Jaani, J.; Aru, L. (Toim.). Lõiming: Lõimingu võimalusi põhikooli õppekavas. Kogumik (298−321). . Tartu Ülikooli haridusuuringute ja õppekavaarenduse keskus.
3.2.
2010
Kõiv, K.; Koka, A. (2010). Inimeseõpetuse ja kehalise kasvatuse lõiming. Jaani, J.; Aru, L. (Toim.). Lõiming: lõimingu võimalusi põhikooli õppekavas. Kogumik (589−591). . Tartu: Tartu Ülikooli haridusuuringute ja õppekavaarenduse keskus.
3.2.
2010
Koka, A. (2010). Lõimingust kehalises kasvatuses. Ülo Kurig; Inge Raudsepp (Toim.). Põhikooli valdkonnaraamat KEHALINE KASVATUS (x−x). . Eesti Haridusministeerium.
3.2.
2010
Koka, A. (2010). Õpilaste motiveerimine kehalises kasvatuses. Ülo Kurig; Inge Raudsepp (Toim.). Põhikooli valdkonnaraamat KEHALINE KASVATUS (x−x). . Eesti Haridusministeerium.
5.2.
2010
Viira, R.; Koka, A. (2010). The effect of teacher and peers need support in physical education on students’ leisure time physical activity behaviour. 6th Annual International Conference on Kinesiology & Exercise Sciences, 28-30 June 2010 & 1 July 2010 Athens, Greece.
5.2.
2010
Koka, A.; Viira, R. (2010). The effect of two types of implementation intention with self-administered mental strategy in promoting exercise behaviour among Estonian adolescents. Book of Abstracts: 15th Annual Congress of the European College of Sport Science; Antalya, Türgi; 23.-26.06.2010. , 662−663.
5.2.
2010
Koka, A. (2010). Perceived teaching behaviours and students’ autonomous and controlled motivation in physical education: Reciprocal or unidirectional effects? Book of Abstracts: 15th Annual Congress of the European College of Sport Science; Antalya, Türgi; 23.-26.06.2010. , 555−556.
5.2.
2010
Viira, R.; Koka, A. (2010). The effect of teacher and peers need support in physical education on students’ self-esteem and healt-related quality of life. Abstract book: Physical Activity and Sport in Changing Society: Research, Theory, Practice and Management: 3rd Baltic Sport Science Conference; Riia, Läti; 29. aprill - 01. mai 2010. , 122−123.
5.2.
2010
Koka, A.; Viira, R. (2010). The use of implementation intention and self-administered mental strategy in promoting exercise behaviour among Estonian adolescents. Abstracts book: Physical Activity and Sport in Changing Society: Research, Theory, Practice and Management: 3rd Baltic Sport Science Conference; Riia, Läti; 29. aprill - 01. mai 2010. , 87.
5.2.
2010
Viira, R.; Koka, A. (2010). Teacher and peers need support in physical education and their relationship to students’ motivation, self-esteem and health-related quality of life. Book of Program & Abstracts: The Fourth International Self-Determination Theory Conference; Ghent, Belgium; 13-16 mai 2010. , 56.
5.2.
2010
Koka, A. (2010). Causal relationships of perceived teaching behaviours with students’ autonomous and controlled motivation in physical education: A longitudinal study. Book of Program & Abstracts: The Fourth International Self-Determination Theory Conference; Ghent, Belgium; 13-16 mai, 2010. , 248−249.
6.2.
2010
Koka, A. (2010). Motivatsioon spordis. Raudsepp, L.; Hannus, A.; Matsi, J.; Koka, A.. Spordipsühholoogia õpik (81−116). . Atlex.
3.2.
2009
Koka, A. (2009). The causal ordering among dimensions of perceived teacher's leadership style and students' motivation in physical education. In: Dynamic facets of physical education and sports studies (26−27). . Tirunveli, Tamilnadu, India: Publication Division.
1.1.
2008
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.
3.1.
2008
Koka, A. (2008). Perceived teaching behaviours and motivation in physical education: Effect of age. In: Jürimae, T.; Armstrong, N.; Jürimäe, J. (Ed.). Children and Exercise XXIV: The Proceedings of the 24th Pediatric Work Physiology Meeting (71−74). . Routledge Taylor & Francis Ltd.
5.2.
2008
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.
5.2.
2008
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.
5.2.
2008
Koka, A. (2008). The role of perceived teaching behaviours on motivation in physical education. Acta Kinesiologiae Universitatis Tartuensis, Vol. 13 (Supplement): The First Baltic Conference in Exercise and Sport Sciences; Tartu, Eesti; 07-10.05.2008. , 87.
3.1.
2007
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..
5.2.
2007
Koka, A.; Ernits, Ü. (2007). Perceived teaching behaviours and motivation in physical education: effect of age. Acta Kinesiologiae Universitatis Tartuensis, 12: The 24th Pediatric Work Physiology Meeting; Tallinn, Estonia; 5-9 September 2007. , 117.
5.2.
2007
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.
5.2.
2007
Koka, A. (2007). Perceived teaching behaviors and students’ intrinsic motivation in physical education. Book of Program & Abstracts: The Third International Self-Determination Theory Conference; Toronto; 24-27 May 2007. , 41.
5.2.
2007
Koka, A. (2007). Õpetaja käitumise tajumise mõju õpilaste sisemisele motivatsioonile kehalises kasvatuses. Teesikogumik: Teadus, sport ja meditsiin VII; Tartu; 09.-10. märts 2007. , 119.
1.1.
2006
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.
1.1.
2006
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.
2.3.
2006
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.
5.2.
2006
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.
5.2.
2006
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.
5.2.
2006
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.
1.1.
2005
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.
6.2.
2005
Haller, A.; Koka, A.; Kull, M.; Männik, R.; Noormets, J.; Pomerants, T.; Remmelkoor, R.; Sepp, R.; Voolaid, K. (2005). Kooliolümpiamängude käsiraamat. Tartu: Eesti Olümpiaakadeemia.
1.2.
2004
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.
5.2.
2004
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.
1.1.
2003
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.
1.2.
2003
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.
5.2.
2003
Koka, A. (2003). Perceptions of teacher's feedback and threat to sense of self in physical education: A structural equation modeling in a longitudinal perspective. Book of Abstracts: 8th Annual Congress, European College of Sport Science; Salzburg; July 9-12 2003. , 418.
1.2.
2002
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.
5.2.
2002
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.
1.3.
2001
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.
3.2.
2001
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.
3.2.
2001
Koka, A.; Hein, V. (2001). Tagasisidest kehaliste harjutuste õpetamiselja selle omandamisest koolipraktikal. Kehakultuuriteaduskonna teadus- ja õppemetoodiliste tööde kogumik (113−121). . Tartu: Tartu Ülikool.
5.2.
2001
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.
5.2.
2001
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.
5.2.
2001
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.
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