The Effectiveness of Autonomy Support Interventions With Physical Education Teachers and Youth Sport Coaches: A Systematic Review

2019 ◽  
Vol 41 (6) ◽  
pp. 345-355 ◽  
Author(s):  
Johannes Raabe ◽  
Katrin Schmidt ◽  
Johannes Carl ◽  
Oliver Höner
Keyword(s):  
Systematic Review ◽  
Physical Education ◽  
Autonomy Support ◽  
Review Process ◽  
Youth Sport ◽  
Physical Education Teachers ◽  
Inclusion Criteria ◽  
Children And Adolescence ◽  
Sport Coaches ◽  
Systematic Review Process

Researchers consider motivation a key determinant of physical activity. In physical education (PE) and youth sport, the more children and adolescents evaluate their teachers and coaches to be autonomy supportive, as opposed to controlling, the more self-determined they are in their motivation. Therefore, it appears valuable to help PE teachers and youth sport coaches optimize their interactions with the individuals they work with. This study was designed to systematically review the literature related to autonomy support interventions with PE teachers and youth sport coaches. After relevant databases were searched and duplicates were removed, 1,523 potentially pertinent articles were found. These were subsequently screened based on specific inclusion criteria. This systematic review process helped identify 21 studies that were included for further analyses. Overall, the interventions were frequently successful in enhancing PE teachers’ and youth sport coaches’ behavior. Additional research appears justified to foster self-determined motivation among children and adolescence.

scholarly journals Adopting the Situation in School Questionnaire to Examine Physical Education Teachers’ Motivating and Demotivating Styles Using a Circumplex Approach

2021 ◽  
Vol 18 (14) ◽  
pp. 7342
Author(s):  
Géraldine Escriva-Boulley ◽  
Emma Guillet-Descas ◽  
Nathalie Aelterman ◽  
Maarten Vansteenkiste ◽  
Nele Van Doren ◽  
...  
Keyword(s):  
Physical Education ◽  
Autonomy Support ◽  
Future Research ◽  
Physical Education Teachers ◽  
Structure Control ◽  
Fine Grained ◽  
Circular Structure ◽  
Need Support ◽  
Academic Courses

Grounded in SDT, several studies have highlighted the role of teachers’ motivating and demotivating styles for students’ motivation, learning, and physical activity in physical education (PE). However, most of these studies focused on a restricted number of motivating strategies (e.g., offering choice) or dimensions (e.g., autonomy support). Recently, researchers have developed the Situations-in-School (i.e., SIS-Education) questionnaire, which allows one to gain a more integrative and fine-grained insight into teachers’ engagement in autonomy-support, structure, control, and chaos through a circular structure (i.e., a circumplex). Although teaching in PE resembles teaching in academic courses in many ways, some of the items of the original situation-based questionnaire (e.g., regarding homework) are irrelevant to the PE context. In the present study, we therefore sought to develop a modified, PE-friendly version of this earlier validated SIS-questionnaire—the SIS-PE. Findings in a sample of Belgian (N = 136) and French (N = 259) PE teachers, examined together and as independent samples, showed that the variation in PE teachers’ motivating styles in this adapted version is also best captured by a circumplex structure, with four overarching styles and eight subareas differing in their level of need support and directiveness. The SIS-PE possesses excellent convergent and concurrent validity. With the adaptations being successful, great opportunities for future research on PE teachers (de-)motivating styles are created.

scholarly journals The effect of COVID-19 quarantine on physical and social parameters of physical education providers and youth sport coaches

Work ◽  
2020 ◽  
Vol 67 (4) ◽  
pp. 767-769
Author(s):  
Sanaz Faraji ◽  
Mahboubeh Ghayour Najafabadi ◽  
Mitch Rostad ◽  
Albert Thomas Anastasio
Keyword(s):  
Weight Gain ◽  
Physical Education ◽  
Sports Medicine ◽  
Physical Inactivity ◽  
Sedentary Lifestyle ◽  
Youth Sport ◽  
Physical Nature ◽  
Depressive Mood ◽  
Social Disconnection ◽  
Sport Coaches

The potential ramifications of the COVID-19 pandemic global shut down on physical education providers and youth sport coaches may be particularly severe due to substantial cutbacks on many of their normal activities. This population faces unique challenges in engaging in “virtual learning” given the physical nature of their job, potentially leading to sedentary lifestyle, weight gain, and the development of depressive mood disorders. This commentary aims to explore options to mitigate worsening of stress, depression, physical inactivity, and social disconnection in youth sport coaches following the guidelines of the American College of Sports Medicine (ACSM) and to call attention to this vulnerable demographic which has been substantially impacted by the COVID-19 pandemic.

Externalising tacit knowledge of the systematic review process

IET Software ◽  
2013 ◽  
Vol 7 (6) ◽  
pp. 298-307 ◽  
Author(s):  
Sandra Camargo Pinto Ferraz Fabbri ◽  
Katia Romero Felizardo ◽  
Fabiano Cutigi Ferrari ◽  
Elis Cristina Montoro Hernandes ◽  
Fábio Roberto Octaviano ◽  
...  
Keyword(s):  
Systematic Review ◽  
Tacit Knowledge ◽  
Review Process ◽  
Systematic Review Process

Creation, implementation, and evaluation of a values-based training program for sport coaches and physical education teachers in Singapore

2017 ◽  
Vol 12 (6) ◽  
pp. 795-806 ◽  
Author(s):  
Koon Teck Koh ◽  
Martin Camiré ◽  
Gordon A Bloom ◽  
CKJ Wang
Keyword(s):  
Physical Education ◽  
Training Program ◽  
Thematic Analysis ◽  
Teaching Experience ◽  
Physical Education Teachers ◽  
Individual Interview ◽  
Years Of Teaching Experience ◽  
Teaching Values ◽  
Sport Coaches

The purpose of the study was to create, implement, and evaluate a values-based training program for sport coaches and physical education teachers in Singapore. Four sport coaches with two to eight years of coaching experience ( M = 5.0, SD = 1.4) and four physical education teachers with two to nine years of teaching experience ( M = 5.25, SD = 3.3) took part in three 2-h training workshops focusing on the teaching of values to athletes and students. Following the workshops, the participants took part in an individual interview to document their perspectives of the values-based training program. Results of the thematic analysis revealed many benefits of the values-based training program, including an increased awareness of the importance of systematically teaching values through physical education and sport. Further, the participants felt better equipped to work with parents and other teachers in helping athletes and students transfer values.

scholarly journals Bias Due to Changes in Specified Outcomes during the Systematic Review Process

PLoS ONE ◽  
2010 ◽  
Vol 5 (3) ◽  
pp. e9810 ◽  
Author(s):  
Jamie J. Kirkham ◽  
Doug G. Altman ◽  
Paula R. Williamson
Keyword(s):  
Systematic Review ◽  
Review Process ◽  
Systematic Review Process

scholarly journals Addressing challenges with systematic review teams through effective communication: a case report

2021 ◽  
Vol 109 (4) ◽  
Author(s):  
Linda C. O’Dwyer ◽  
Q. Eileen Wafford
Keyword(s):  
Systematic Review ◽  
Case Report ◽  
Review Process ◽  
Communication Strategies ◽  
Core Competency ◽  
Effective Communication ◽  
Low Energy ◽  
Full Participation ◽  
Systematic Review Process

Background: Every step in the systematic review process has challenges, ranging from resistance by review teams to adherence to standard methodology to low-energy commitment to full participation. These challenges can derail the project and result in significant delays, duplication of work, and failure to complete the review. Communication during the systematic review process is key to ensuring it runs smoothly and is identified as a core competency for librarians involved in systematic reviews.Case Presentation: This case report presents effective communication approaches that our librarians employ to address challenges encountered while working with systematic review teams. The communication strategies we describe engage teams through information, questions, and action items and lead to productive collaborations with publishable systematic reviews.Conclusions: Effective communication with review teams keeps systematic review projects moving forward. The techniques covered in this case study strive to minimize misunderstandings, educate collaborators, and, in our experience, have led to multiple successful collaborations and publications. Librarians working in the systematic review space will recognize these challenges and can adapt these techniques to their own environments.

Part 2: Integration in PE and youth sport Homophobia and heterosexism: Spanish physical education teachers' perceptions

2018 ◽  
pp. 46-60
Author(s):  
Joaquín Piedra ◽  
Gonzalo Ramírez-Macías ◽  
Francis Ries ◽  
Augusto Rembrandt Rodríguez-Sánchez ◽  
Catherine Phipps
Keyword(s):  
Physical Education ◽  
Youth Sport ◽  
Physical Education Teachers ◽  
Teachers Perceptions
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