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Elulookirjeldus (CV)
1.Eesnimi Andre
2.Perekonnanimi Koka
3.Töökoht Tartu Ülikool, Spordipedagoogika ja treeninguõpetuse instituut
4.Ametikoht Doktorant
5.Sünniaeg 14.07.1977 (päev.kuu.aasta)
6.Haridus Kõrgem
7.Teenistuskäik 2001 - 2004 Kuuste Põhikooli kehalise kasvatuse õpetaja
8.Teaduskraad MSc
9.Teaduskraadi välja
andnud asutus, aasta		 Tartu Ülikool, 2002
10.Tunnustused -
11.Teadusorganisatsiooniline
ja –administratiivne
tegevus		 Doktorantide esindaja Tartu Ülikooli Nõukogus 2003/2004 õa.
Tartu Ülikooli Kehakultuuriteaduskonna nõukogu liige 2003-2005.õa.
12.Juhendamisel kaitstud
väitekirjad
13.Teadustöö põhisuunad Õpikeskkonna tajumise osast õpilaste motiveerimisel kehalises kasvatuses
14.Jooksvad grandid
15.Teaduspublikatsioonid

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

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

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

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

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

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

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

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

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

viimati muudetud: 18.10.2005

Curriculum Vitae (CV)
1.First Name Andre
2.Surname Koka
3.Institution University of Tartu, Institute of Sport Pedagogy and Coaching Sciences
4.Position PhD student
5.Date of birth 14.07.1977 (day.month.year)
6.Education Higher
7.Research and
professional experience		 2001 - 2004 Physical education teacher in a Primary school of Kuuste
8.Academic degree MSc
9.Dates and sites of
earning the degrees		 University of Tartu, 2002
10.Honours/awards -
11.Research-administrative
experience		 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.
12.Supervised dissertations
13.Current research program The role of perceived learning environment in motivating children in physical education
14.Current grant funding
15.List of most important publications

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

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

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

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

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

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

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

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

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

last updated: 18.10.2005

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