The Teacher Benefits From Giving Autonomy Support During Physical Education Instruction

2014 ◽  
Vol 36 (4) ◽  
pp. 331-346 ◽  
Author(s):  
Sung Hyeon Cheon ◽  
Johnmarshall Reeve ◽  
Tae Ho Yu ◽  
Hue Ryen Jang
Keyword(s):  
Physical Education ◽  
Repeated Measures ◽  
Autonomy Support ◽  
Intervention Program ◽  
Longitudinal Research ◽  
Autonomous Motivation ◽  
Well Being ◽  
Need Satisfaction ◽  
Control Group ◽  
Experimental Group

Recognizing that students benefit when they receive autonomy-supportive teaching, the current study tested the parallel hypothesis that teachers themselves would benefit from giving autonomy support. Twenty-seven elementary, middle, and high school physical education teachers (20 males, 7 females) were randomly assigned either to participate in an autonomy-supportive intervention program (experimental group) or to teach their physical education course with their existing style (control group) within a three-wave longitudinal research design. Manipulation checks showed that the intervention was successful, as students perceived and raters scored teachers in the experimental group as displaying a more autonomy-supportive and less controlling motivating style. In the main analyses, ANCOVA-based repeated-measures analyses showed large and consistent benefits for teachers in the experimental group, including greater teaching motivation (psychological need satisfaction, autonomous motivation, and intrinsic goals), teaching skill (teaching efficacy), and teaching well-being (vitality, job satisfaction, and lesser emotional and physical exhaustion). These findings show that giving autonomy support benefits teachers in much the same way that receiving it benefits their students.

Experimentally Based, Longitudinally Designed, Teacher-Focused Intervention to Help Physical Education Teachers Be More Autonomy Supportive Toward Their Students

2012 ◽  
Vol 34 (3) ◽  
pp. 365-396 ◽  
Author(s):  
Sung Hyeon Cheon ◽  
Johnmarshall Reeve ◽  
Ik Soo Moon
Keyword(s):  
Physical Education ◽  
Repeated Measures ◽  
Structural Equation ◽  
Autonomous Motivation ◽  
Equation Model ◽  
Need Satisfaction ◽  
Control Group ◽  
Psychological Need ◽  
Experimental Group ◽  
Psychological Need Satisfaction

Using the field’s state-of-the-art knowledge, we designed, implemented, and assessed the effectiveness of an intervention to help physical education (PE) teachers be more autonomy supportive during instruction. Nineteen secondary-school PE teachers in Seoul were randomly assigned into either an experimental or a delayed-treatment control group, and their 1,158 students self-reported their course-related psychological need satisfaction, autonomous motivation, amotivation, classroom engagement, skill development, future intentions, and academic achievement at the beginning, middle, and end of the semester. Observers’ ratings and students’ self-reports confirmed that the intervention was successful. Repeated-measures ANCOVAs showed that the students of teachers in the experimental group showed midsemester and end-of-semester improvements in all dependent measures. A multilevel structural equation model mediation analysis showed why the teacher-training program produced improvements in all six student outcomes—namely, teachers in the experimental group vitalized their students’ psychological need satisfaction during PE class in ways that teachers in the control group were unable to do, and it was this enhanced need satisfaction that explained the observed improvements in all six outcomes.

scholarly journals One-year Follow-up Data on the Face-to-face Autonomy-Supportive Intervention Program for Physical Education Teachers

2021 ◽  
Author(s):  
Henri Tilga ◽  
Hanna Kalajas-Tilga ◽  
Vello Hein ◽  
Lennart Raudsepp ◽  
Andre Koka
Keyword(s):  
Physical Education ◽  
Intervention Program ◽  
Psychological Needs ◽  
Need Satisfaction ◽  
Basic Psychological Needs ◽  
Control Group ◽  
One Year ◽  
Experimental Group ◽  
Supportive Intervention

In a recent manuscript published in International Journal of Sport Psychology, entitled “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”, we reported that a one-day eight-hour Autonomy-Supportive Intervention Program for Physical Education (ASIP-PE) was effective (Tilga et al., in press) in changing students’ perceptions of their physical education (PE) teachers’ cognitive and procedural autonomy support at a one-month follow-up, compared to control group students. After the intervention, a significant increase was also found in the experimental group students’ need satisfaction for autonomy and competence. Also, a significant decrease was found in experimental group students’ perceptions of their PE teachers’ intimidation and negative conditional regard, and in students’ need frustration for autonomy. This letter is to briefly convey additional data regarding the long-term benefits of ASIP-PE now that we have been able to conduct one-year follow-up analyses.

scholarly journals The Cognitive and Motivation Intervention Program in Youth Female Volleyball Players

2017 ◽  
Vol 59 (1) ◽  
pp. 55-65 ◽  
Author(s):  
Fernando Claver ◽  
Ruth Jiménez ◽  
Alexander Gil-Arias ◽  
Alberto Moreno ◽  
M. Perla Moreno
Keyword(s):  
Intervention Program ◽  
Procedural Knowledge ◽  
Autonomous Motivation ◽  
Need Satisfaction ◽  
Control Group ◽  
Sport Commitment ◽  
Psychological Need ◽  
Volleyball Players ◽  
Post Test ◽  
Experimental Group

AbstractThis study, grounded in Self-Determination Theory (Deci and Ryan, 1985, 2002) was aimed to determine the influence of a cognitive-motivational intervention program, to improve the basic psychological need satisfaction of autonomy and competence, autonomous motivation, procedural knowledge, perceived performance and sport commitment, in youth volleyball players. Participants included 34 Under-19 female volleyball players. A quasi-experimental design was carried out with an experimental group (n = 16; M = 17.45; SD = .45) and a control group (n = 18; M = 16.64; SD = .70). The experimental group followed a multidimensional intervention program comprised of 24 sessions held over three months (two training sessions per week). It was based on two strategies: giving athletes the possibility of choice in specific training tasks (proposing training situations with several action alternatives) and questioning (cognitively involving players through tactical questions). A repeated-measures MANOVA 2 (group: experimental and control) x 2 (time: pre-test and post-test) was used to analyse the effect of Group x Time interaction. The results of the inter-group analysis showed significant differences in the post-test measurement between the experimental group and the control group (in favour of the experimental group) in the variables: basic psychological need satisfaction of autonomy and competence, autonomous motivation, procedural knowledge, perceived performance and sport commitment. Given the relevance of the cognitive-motivational processes, not only for performance but also for sport commitment, this intervention has important implications for sport coaching.

scholarly journals The Effect of A Ten-week Autonomy Practice on Autonomous Motivation and Willingness to Rely on Exercise

2017 ◽  
Vol 5 (4) ◽  
pp. 38
Author(s):  
Javad Nourali ◽  
Rasul Hemat Talab ◽  
Mahmood Sheikh ◽  
Fazlollah Bagherzadeh
Keyword(s):  
Physical Education ◽  
Linear Combination ◽  
Autonomy Support ◽  
Autonomous Motivation ◽  
Physical Activities ◽  
Control Group ◽  
Sport Motivation ◽  
Perceived Autonomy Support ◽  
Experimental Group ◽  
External Motivation

Background: Internal motivation and autonomous external motivation are to some extent similar and both are opposed to non-autonomous external motivation. Objectives: The aim of the present study is to increase the efficiency of the physical education classes in further encouraging students to do physical activities outside school through determining the amount of the effect of autonomy-practice and non-autonomy-practice on autonomous motivation and perceived autonomy support in physical education. Methods: Participants in this study were students of two high schools (N=100; M=18.1±0.36) who were randomly placed in control and experimental groups. In the experimental group, the teacher taught students physical activities and the students had to perform them with desire and interest. But in the control group, physical activities were completely performed by the teacher and under his own supervision. The whole practice period was ten weeks. Two questionnaires, "sport motivation scale" (SMS) and "intention to partake in physical activity", were used. Results: The results showed that the effect of autonomy practice and non-autonomy practice on the linear combination of sport motivation and willingness is significant [F, (2, 95) =41.714, P=0.00]. They also showed that the effect of autonomy practice and non-autonomy practice on the linear combination of subscales of sport motivation was significant [F, (5, 89) =50.295, P=0.000]. Students of the experimental group showed a higher level of willingness and interest in physical education. Conclusions: Findings in this study are strong evidences indicating that both autonomous support and autonomous motivation are needed to maximize the effect of physical education classes.

scholarly journals Predicting Students’ Physical Activity and Health-Related Well-Being: A Prospective Cross-Domain Investigation of Motivation Across School Physical Education and Exercise Settings

2012 ◽  
Vol 34 (1) ◽  
pp. 37-60 ◽  
Author(s):  
Martyn Standage ◽  
Fiona B. Gillison ◽  
Nikos Ntoumanis ◽  
Darren C. Treasure
Keyword(s):  
Structural Equation Modeling ◽  
Physical Education ◽  
Autonomy Support ◽  
Structural Equation ◽  
Autonomous Motivation ◽  
Well Being ◽  
Need Satisfaction ◽  
Step Count ◽  
Equation Modeling ◽  
Health Related

A three-wave prospective design was used to assess a model of motivation guided by self-determination theory (Ryan & Deci, 2008) spanning the contexts of school physical education (PE) and exercise. The outcome variables examined were health-related quality of life (HRQoL), physical self-concept (PSC), and 4 days of objectively assessed estimates of activity. Secondary school students (n = 494) completed questionnaires at three separate time points and were familiarized with how to use a sealed pedometer. Results of structural equation modeling supported a model in which perceptions of autonomy support from a PE teacher positively predicted PE-related need satisfaction (autonomy, competence, and relatedness). Competence predicted PSC, whereas relatedness predicted HRQoL. Autonomy and competence positively predicted autonomous motivation toward PE, which in turn positively predicted autonomous motivation toward exercise (i.e., 4-day pedometer step count). Autonomous motivation toward exercise positively predicted step count, HRQoL, and PSC. Results of multisample structural equation modeling supported gender invariance. Suggestions for future work are discussed.

A Teacher-Focused Intervention to Decrease PE Students’ Amotivation by Increasing Need Satisfaction and Decreasing Need Frustration

2016 ◽  
Vol 38 (3) ◽  
pp. 217-235 ◽  
Author(s):  
Sung Hyeon Cheon ◽  
Johnmarshall Reeve ◽  
Yong-Gwan Song
Keyword(s):  
Repeated Measures ◽  
Process Model ◽  
Intervention Program ◽  
Longitudinal Research ◽  
Need Satisfaction ◽  
Dual Process ◽  
Equation Modeling ◽  
Control Group ◽  
Dual Process Model ◽  
Need Frustration

Intervention-induced gains in need satisfaction decrease PE students’ amotivation. The present study adopted a dual-process model to test whether an intervention could also decrease need frustration and hence provide a second supplemental source to further decrease students’ PE amotivation. Using an experimental, longitudinal research design, 19 experienced PE teachers (9 experimental, 10 control) and their 1,017 students participated in an intervention program to help teachers become both more autonomy supportive and less controlling. Multilevel repeated measures analyses showed that students of teachers in the experimental group reported greater T2, T3, and T4 perceived autonomy support, need satisfaction, and engagement and lesser T2, T3, and T4 perceived teacher control, need frustration, and amotivation than did students of teachers in the control group. Multilevel structural equation modeling analyses confirmed the hypothesized dual-process model in which both intervention-induced increases in need satisfaction and intervention-induced decreases need frustration decreased students’ end-of-semester amotivation. We discuss the theoretical and practical implications of this new finding on the dual antecedents of diminished amotivation.

scholarly journals Effect of a one-session-per-week physical education-based stretching program on hamstring extensibility in schoolchildren

Kinesiology ◽  
2017 ◽  
Vol 49 (1) ◽  
pp. 101-108 ◽  
Author(s):  
Daniel Mayorga Vega ◽  
Francisco Javier Redondo-Martín
Keyword(s):  
Physical Education ◽  
Analysis Of Variance ◽  
Time Allocation ◽  
Intervention Program ◽  
Control Group ◽  
The Subject ◽  
Effective Development ◽  
Academic Year ◽  
Experimental Group

The purpose of this study was to examine the effects of a one-session-per-week stretching program on hamstring extensibility among schoolchildren in the physical education (PE) setting. Thirty seven 9-year-old schoolchildren from two classes were clustered and randomly assigned to an experimental group (n=19) or a control group (n=18). During PE classes, the experimental students performed a 3-minute stretching program once a week for the whole academic year (a total of 32 calendar weeks, but 28 weeks of intervention after excluding holidays). Hamstring extensibility (estimated by the classic sit-and-reach test) was assessed at the beginning (week 0), in the middle (week 18) and at the end (week 34) of the stretching intervention program. The results of the two-way analysis of variance showed that the PE-based stretching program improved statistically significantly the students’ sit-and-reach scores in the middle and at the end of the intervention (p<.01). Since in PE many curricular contents need to be developed each academic year and the subject is also restricted by its limited curriculum time allocation, teachers could improve students’ hamstring extensibility by only a one-session-per-week stretching program. Therefore, in addition to the improvement of students’ flexibility levels, this intervention program might permit regular development of other PE curricular contents. This knowledge could help and guide teachers to design programs that guarantee a feasible and effective development of flexibility in the PE setting.

scholarly journals Importancia de la aplicación de técnicas de relajación en el aula de educación física (Importance of the relaxation techniques application in the physical education classroom)

Retos ◽  
2021 ◽  
Vol 44 ◽  
pp. 405-415
Author(s):  
Sara Bellver-Pérez ◽  
Cristina Menescardi
Keyword(s):  
Physical Education ◽  
Classroom Climate ◽  
Intervention Program ◽  
Well Being ◽  
Progressive Relaxation ◽  
Control Group ◽  
Relaxation Techniques ◽  
School Activities ◽  
Before And After ◽  
Educational Task

  Esta investigación tiene como objetivo analizar los beneficios a nivel personal y escolar tras un programa de técnicas de relajación en el aula de Educación Física (EF). Un total de 177 estudiantes de tercero y cuarto de Educación Secundaria Obligatoria participaron en el estudio, divididos en grupo control (n = 87) y experimental (n = 90). Estos últimos realizaron una intervención didáctica relajatoria de 10 sesiones dentro del centro (en EF) y 10 retos extraescolares donde se abordaron diversos métodos (i.e., masaje, relajación progresiva de Jacobson, yoga, entrenamiento autógeno de Schultz y mindfulness). De acuerdo con el objetivo de estudio, antes y después de la realización de la intervención, el alumnado completó el Cuestionario de Hábitos de Relajación-Mindfulness para conocer los hábitos del alumnado que influyen en su competencia relajatoria, la Escala de Relajación Escolar para conocer su nivel de competencia relajatoria y un Cuestionario de evaluación del programa. Además, se entrevistó a dos profesores para conocer su opinión sobre la aplicación del programa. Los resultados mostraron que la intervención produjo mejoras notables en los hábitos de los y las estudiantes, así como un bienestar psicofísico y conductual que influye directamente en el clima de aula y en el rendimiento académico. Se concluye que la aplicación de estrategias diversas de esta disciplina resulta importante durante la tarea educativa. Abstract: This research aims to analyze the personal and scholar-level benefits of a program of relaxation techniques in Physical Education (PE) lessons. A total of 177 students of the third and fourth grade of Secondary Education participated in the current study. Participants were divided into control group (n = 87) and experimental group (n = 90) with whom a relaxing educational intervention was carried out during 10 PE lessons and 10 outside school activities consisting of various methods (i.e., massage, Jacobson's progressive relaxation, yoga, Schultz's autogenic training and mindfulness). According to the study aim, before and after carrying out the intervention, the students completed the Mindfulness-Relaxation Habits Questionnaire to know the habits of the students that influence their relaxation competence, the School Relaxation Scale to know their level of relaxation competence and a program evaluation questionnaire. In addition, two teachers were interviewed to find out their opinion on the application of this program. The results showed the intervention program produced notable improvements in the students' habits, as well as a psychophysical and behavioral well-being that directly influences the classroom climate and academic performance. It is concluded that the application of diverse strategies of this discipline is important during the educational task.

scholarly journals El Colpbol como un medio para incrementar la motivación en Educación Primaria (The Colpbol as a means to increase motivation in Primary Education)

Retos ◽  
2019 ◽  
pp. 348-353
Author(s):  
Andrea Hernández Martínez ◽  
Ismael Martínez Urbanos ◽  
Sebastián Carrión Olivares
Keyword(s):  
Physical Education ◽  
Primary Education ◽  
Intervention Program ◽  
The Other ◽  
Control Group ◽  
Educational Context ◽  
Vital Importance ◽  
Educación Primaria ◽  
Determining Factor ◽  
Experimental Group

El presente trabajo tiene como objetivo principal resaltar la vital importancia que tiene la motivación en el contexto educativo. Para ello, se presenta el desarrollo de una propuesta de intervención basada en el factor novedad como elemento mediador para incrementar la motivación de los alumnos en las clases de Educación Física. Para su puesta en práctica, se diseñó una Unidad Didáctica, la cual fue implementada con el grupo experimental, incluyendo como factor novedad un juego alternativo desconocido para el alumnado, el Colpbol. Por otra parte, con el grupo control se trabajaron aquellos contenidos que recogía la programación didáctica en el momento del curso en el que se llevó a cabo el estudio. Finalmente, mediante el instrumento BNSGS-Evento, se comparó el grado de motivación del alumnado en los factores que lo componen, mostrando mejoras en el grupo experimental con respecto al grupo control, siendo la novedad un factor determinante en la motivación que los alumnos presentan en las clases de Educación Física. Abstract. The main aim of this work is to highlight the vital importance of motivation in the educational context. To do this, the development of an intervention based on novelty as a mediating element to increase students’ motivation in Physical Education lessons is proposed. A work unit was designed to implement the program on an experimental group, including an alternative game, Colpbol, unknown by the students, as the novelty element. On the other hand, the control group was presented with the contents already included in the didactic program for the duration of the period corresponding to the intervention program. Students’ motivation degree was compared based on its factors through the BNSGS-Event instrument, showing improvements in the experimental group with respect to the control group, being novelty a determining factor in the motivation that students reported in the Physical Education lessons.

scholarly journals Efectos del método acuático comprensivo en estudiantes de 6 y 7 años

2018 ◽  
Vol 2 (3) ◽  
pp. 27-36
Author(s):  
Luciane De Paula Borges ◽  
Juan Antonio Moreno Murcia
Keyword(s):  
Physical Education ◽  
Autonomy Support ◽  
Control Group ◽  
Global Knowledge ◽  
Registration System ◽  
Knowing How ◽  
Know How ◽  
Types Of Knowledge ◽  
Post Test ◽  
Experimental Group

Antecedentes: A lo largo de las últimas décadas ha existido una preocupación constante por buscar nuevas formas de seducir a los estudiantes para el aprendizaje de los contenidos relacionados con la educación física a través de las actividades acuáticas escolares.Objetivos: El objetivo del estudio consistió en comprobar el efecto de una Metodología Acuática Comprensiva con apoyo a la autonomía sobre los saberes (saber, saber hacer, saber ser y saberes globales) en un grupo de estudiantes en clases de educación física en el medio acuático de 6 y 7 años de edad.Método: Los participantes fueron 80 estudiantes de 6 y 7 años. Se utilizó un diseño casi-experimental con un grupo control y un grupo experimental. El grupo control estuvo compuesto por 38 estudiantes, donde 20 eran chicos y 18 eran chicas y el grupo experimental, compuesto por 42 estudiantes, donde 25 eran chicos y 17 eran chicas. Se les midió a través de tres instrumentos que se diseñaron de forma específica para este estudio que recogían medidas del saber, saber hacer, saber ser y saberes globales. Al grupo experimental se le aplicó el Método Acuático Comprensivo (MAC) durante ocho meses (20 clases).Resultados: Tras las distintas fases de análisis, construcción y validez, el sistema de registro permitió obtener un buen sistema de medida de los saberes. Después de la intervención, el grupo experimental presentó diferencias en todos los saberes, siempre siendo mejor el resultado en el post-test. El grupo control también presentó diferencias en los saberes, siendo peores los resultados en el post-test.Conclusiones: Los instrumentos diseñados para validar el saber, saber hacer, saber ser y saberes globales presentaron adecuadas medidas psicométricas. La metodología activa (Método Acuático Comprensivo), ha mostrado mejores efectos sobre el aprendizaje del saber, saber hacer, saber ser y saberes globales en las actividades acuáticas en estudiantes de 6-7 años en clases de educación física.Palabras clave: actividades acuáticas, método, educación, actividades acuáticas escolar, autonomía. Title: Effects of the Comprehensive Aquatic Method on 6 and 7-year-old studentsAbstractBackground: Over the last few decades, there has been a constant concern about how to make the contents of physical education through water activities more appealing to school students.Goals: The objective of this study was to verify the effect of a Comprehensive Aquatic Methodology with autonomy support on types of knowledge (know-how, knowing how to do it, knowing how to be and global knowledge) in a group of 6 and 7-year-old students in physical education classes in an aquatic environment.Method: Eighty 6 and 7-year-old students participated. A quasi-experimental design was used with a control group and an experimental group. The control group consisted of 38 students, 20 of which were boys and 18 were girls and the experimental group consisted of 42 students, 25 of which were boys and 17 were girls. They were measured through three specifically designed instruments that collected measurements of know-how, knowing how to do it, knowing how to be and global knowledge. The experimental group was taught through the Comprehensive Aquatic Method (MAC) for eight months (20 classes).Results: After the different phases of analysis, construction and validity, through the registration system it was possible to obtain a good system for measuring the types of knowledge. After the intervention, the experimental group presented differences in all types of knowledge, and results were always better in the post-test. The control group also presented differences in all types of knowledge, with worse results in the post-test.Conclusions: The instruments, designed to validate know-how, knowing how to do it, knowing how to be and global knowledge, presented adequate psychometric measures. The active methodology (Comprehensive Aquatic Method) has shown better effects on acquiring know-how, knowing how to do it, knowing how to behave and global knowledge in aquatic activities in 6 and 7-year-old students in physical education classes. Key words: aquatic activities, method, education, school water activities, autonomy.Titulo: Efeitos do Método Aquático Compreensivo em estudantes de 6 e 7 anosResumo Introdução: Ao longo das últimas décadas tem havido uma preocupação constante de procurar novas maneiras de seduzir os alunos a aprender os conteúdos relacionados à educação física através das atividades de aquáticas escolar.Objetivos: o objetivo do estudo foi verificar o efeito de uma Metodologia Aquática Compreensiva com apoio à autonomia sobre o conhecimento (saber, saber como fazer, saber como ser e o conhecimento global) em um grupo de alunos em aulas de educação física no meio aquático 6 e 7 anos de idade.Método: os participantes eram 80 alunos de 6 e 7 anos de idade. Um projeto quase experimental, foi utilizado com um grupo controle e um grupo experimental. O grupo de controle consistiu em 38 alunos, onde 20 eram meninos e 18 eram meninas e o grupo experimental, composto por 42 alunos, onde 25 eram meninos e 17 eram meninas. Eles foram medidos através de três instrumentos que foram desenhado especificamente para este estudo que medida o conhecimento do saber, saber como fazer y saber como ser e o conhecimento global. Em o grupo experimental foi aplicado o Método Aquático Compreensivo (MAC) durante oito meses (20 aulas).Resultados: após as diferentes fases de análise, construção e validade, o sistema de registro permitiu obter um bom sistema de medição do conhecimento. Após a intervenção, o grupo experimental apresentou diferenças em todo os conhecimentos, sendo o resultado sempre melhor no pós-teste. O grupo de controle também apresentou diferenças nos conhecimentos, sendo pior os resultados no pós-teste.Conclusões: os instrumentos desenhado para validar o conhecimento do saber, saber como fazer y saber como ser e o conhecimento global apresentaram medidas psicométricas adequadas. A metodologia ativa (Método aquático Compreensivo) mostrou melhores efeitos na aprendizagem de conhecimento do saber, saber como fazer y saber como ser e o conhecimento global em atividades aquáticas em estudantes de 6-7 anos em aulas de educação física.Palavras-chave: atividades aquáticas, método, educação, atividades de aquáticas escolar, autonomia.

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