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.

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.

scholarly journals Clarifying the influence of sport education on basic psychological need satisfaction in high school students

Motricidade ◽  
2018 ◽  
Vol 14 (2-3) ◽  
pp. 48-58 ◽  
Author(s):  
Rafael Burgueño ◽  
Belén Cueto-Martín ◽  
Esther Morales-Ortiz ◽  
Payla Cristina Silva ◽  
Jesus Medina-Casaubón
Keyword(s):  
High School Students ◽  
Physical Education ◽  
Group Analysis ◽  
Need Satisfaction ◽  
Control Group ◽  
Sport Education ◽  
School Students ◽  
Psychological Need ◽  
Basic Psychological Need Satisfaction ◽  
Psychological Need Satisfaction

Based on Self-Determination Theory, this research aimed to examine la influence of Sport Education on basic psychological need satisfaction in the sport teaching-learning process that takes place in Physical Education. The participants were 44 high school students (22 men and 22 women; Mage = 16.32, SDage = 0.57) and 2 Physical Education pre-service teachers. The design was a quasi-experimental study with, a priori, non-equivalent control group using pre- and post- intervention measures and intra- and inter- analyses. The intervention consisted of 12 basketball sessions both for the experimental group (n = 22), which developed Sport Education, and for the control group (n = 22), which developed the traditional teaching. The results showed that Sport Education significantly improved the levels of autonomy, competence and relatedness need satisfaction in the inter-group analysis and in the intra-group analysis. In its conclusion, the suitability of Sport Education to contribute developing students’ basic psychological need satisfaction in the sport teaching-learning process in Physical Education was indicated.

scholarly journals Healthy and Balanced Nutrition for Children through Physical Education Classes

Life ◽  
2021 ◽  
Vol 11 (7) ◽  
pp. 678
Author(s):  
Rubén Trigueros ◽  
Sergio González-Bernal ◽  
Jerónimo J. González-Bernal ◽  
Raquel de la Fuente-Anuncibay ◽  
José M. Aguilar-Parra
Keyword(s):  
Social Context ◽  
Physical Education ◽  
Structural Equation ◽  
Metabolic Diseases ◽  
Psychological Needs ◽  
Need Satisfaction ◽  
Positive Prediction ◽  
Psychological Need ◽  
Negative Prediction ◽  
Psychological Need Satisfaction

Introduction. In recent years, the rate of childhood obesity has been on the rise, currently standing at levels close to 20%. This means that one in five children is more likely to suffer from cardiovascular or metabolic diseases. Physical Education classes are therefore an ideal way to raise awareness among children and their families about healthy and balanced eating habits. Method. A total of 113 primary school students, aged 9–12 years, participated in the study. In order to analyze the data, a structural equation model (SEM) was used to analyze the influence between the variables. Results. The SEM results revealed that a controlling social context showed a negative prediction of psychological need satisfaction and a positive prediction of frustration. However, an autonomy supportive social context showed a negative prediction of psychological need satisfaction and a positive prediction of psychological need satisfaction. Frustration of psychological needs was negatively related to motivation, whereas satisfaction was positively related to motivation. In turn, motivation was positively related to each of the factors of the theory of planned behaviour. Finally, intention to follow a healthy diet was positively related to the Mediterranean diet. Discussion. These results revealed the importance of social context and physical education classes in the adoption of a balanced diet.

scholarly journals Effects of a Web-Based Autonomy-Supportive Intervention on Physical Education Teacher Outcomes

2021 ◽  
Vol 11 (7) ◽  
pp. 316
Author(s):  
Henri Tilga ◽  
Hanna Kalajas-Tilga ◽  
Vello Hein ◽  
Lennart Raudsepp ◽  
Andre Koka
Keyword(s):  
Intrinsic Motivation ◽  
Teaching Efficacy ◽  
Need Satisfaction ◽  
Control Group ◽  
Direct Effects ◽  
Web Based ◽  
Psychological Need ◽  
Experimental Group ◽  
Supportive Intervention ◽  
Psychological Need Satisfaction

The current study tested the efficacy of a web-based autonomy-supportive intervention program on changes in physical education (PE) teachers’ self-reports of autonomy support, psychological need satisfaction, intrinsic motivation, and teaching efficacy for students’ engagement. In this study, 101 secondary school PE teachers and their 652 students were randomized either to a web-based autonomy-supportive experimental group or to the control group. Manipulation checks indicated that the intervention was effective as students perceived the experimental group PE teachers as more autonomy-supportive and less controlling compared to the control group at the one-month follow-up. In the main analysis, results of the path analysis demonstrated direct effects of the intervention on changes in teachers’ self-reported autonomy-supportive behaviour, and on teaching efficacy for students’ engagement. There were also significant direct effects from changes in autonomy-supportive behaviour on changes in psychological need satisfactions, from psychological need satisfaction on intrinsic motivation, and from intrinsic motivation on teaching efficacy for students’ engagement. Finally, the intervention had an indirect effect on changes in teaching efficacy for students’ engagement via changes in teachers’ autonomy-supportive behaviour, psychological need satisfaction, and intrinsic motivation. These findings provided insight on the effects of a web-based autonomy-supportive intervention for PE teachers on several teachers’ outcomes in the context of PE.

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 Existential therapy for children: impact of a philosophy for children intervention on positive and negative indicators of mental health in elementary school children

2020 ◽  
Author(s):  
Catherine Malboeuf-Hurtubise ◽  
Carina Di Tomaso ◽  
David Lefrançois ◽  
Geneviève A. Mageau ◽  
Geneviève Taylor ◽  
...  
Keyword(s):  
Mental Health ◽  
Elementary School ◽  
School Children ◽  
Elementary School Children ◽  
Need Satisfaction ◽  
Control Group ◽  
Psychological Need ◽  
Basic Psychological Need Satisfaction ◽  
Experimental Group ◽  
Psychological Need Satisfaction

Abstract BackgroundPhilosophy for children (P4C) was initially developed in the 1970’s, and served as an educational program to promote critical thinking, caring and creative reasoning and inquiry in the educational environment. Quasi-experimental research on P4C, a school-based approach that aims to develop children’s capacity to think by and for themselves, has suggested it could be an interesting intervention to foster greater basic psychological need satisfaction in children in school settings.ObjectiveThe goal of the present study was to evaluate the impact of P4C on basic psychological need satisfaction and mental health in elementary school students. To do so, a randomized cluster trial with a wait-list control group was implemented. MethodStudents from grades one to three (N = 57) took part in this study and completed pre- and post-intervention questionnaires.ResultsANCOVAs revealed a significant effect of group condition on levels of autonomy and anxiety, after controlling for baseline levels. Participants in the experimental group showed higher scores in autonomy, when compared to participants in the control group, whereas for anxiety, participants in the experimental group showed lower scores in anxiety, when compared to participants in the control group.ConclusionOverall, results from this study show that P4C may be a promising intervention to foster greater autonomy in elementary school children, while also improving mental health.

scholarly journals A Self-Determination Theory Approach to Understanding the Antecedents of Teachers’ Motivational Strategies in Physical Education

2008 ◽  
Vol 30 (1) ◽  
pp. 75-94 ◽  
Author(s):  
Ian M. Taylor ◽  
Nikos Ntoumanis ◽  
Martyn Standage
Keyword(s):  
Physical Education ◽  
Structural Equation ◽  
Need Satisfaction ◽  
Self Determination ◽  
Equation Modeling ◽  
Theory Approach ◽  
Motivational Strategies ◽  
Psychological Need ◽  
Positive Effects ◽  
Psychological Need Satisfaction

Physical education teachers can influence students’ self-determination through the motivational strategies that they use. The current study examined how teachers’ reported use of three motivational strategies (providing a meaningful rationale, providing instrumental help and support, and gaining an understanding of the students) were predicted by perceived job pressure, perceptions of student self-determination, the teachers’ autonomous orientation, psychological need satisfaction, and self-determination to teach. Structural equation modeling supported a model in which perceived job pressure, perceptions of student self-determination, and teacher autonomous orientation predicted teacher psychological need satisfaction, which, in turn positively influenced teacher self-determination. The last positively predicted the use of all three strategies. Direct positive effects of teachers’ psychological need satisfaction on the strategies of gaining an understanding of students and instrumental help and support were also found. In summary, factors that influence teacher motivation may also indirectly affect their motivational strategies toward students.

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