How TGfU Influence on Students’ Motivational Outcomes in Physical Education? A Study in Elementary School Context

The purpose of this study was to implement a comprehensive teaching program based on the principles of Teaching Games for Understanding (TGfU) model and questioning, and to assess its consequences for students’ satisfaction of basic psychological needs, motivation, perceptions of ability and intention to be physically active during Physical Education lessons in primary education. A quasi-experimental design was utilized. Participants were 111 students from two different groups of fifth and sixth graders, all enrolled in one primary school. Participants were divided into experimental and control group. Experimental group experienced a TGfU unit, according to small side games and the questioning. Control group experienced a small side games unit, without questioning. Within-group results showed that experimental group students reported significantly higher mean scores in all dependents variables of the study, in both genders. Results showed that control group only reported significantly higher mean scores in intention to be physically active variable, also in both genders. The results demonstrate the need to implement didactic units under comprehensive pedagogical approaches to improve motivation and the intention to develop healthy lifestyle habits in female and male students. More researches are needed to support this evidence.

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The Effects of a Physical Education Intervention to Support the Satisfaction of Basic Psychological Needs on the Motivation and Intentions to Be Physically Active

Journal of Human Kinetics ◽

10.1515/hukin-2017-0143 ◽

2017 ◽

Vol 59 (1) ◽

pp. 5-15 ◽

Cited By ~ 10

Author(s):

Evelia Franco ◽

Javier Coterón

Keyword(s):

Experimental Study ◽

Physical Education ◽

Psychological Needs ◽

Basic Psychological Needs ◽

Control Group ◽

Education Students ◽

Intervention Programme ◽

Physically Active ◽

Quasi Experimental ◽

Experimental Group

AbstractThe aim of the study was to investigate the effects of an intervention to support the basic psychological needs on the satisfaction of these needs, intrinsic motivation, intention to be physically active and some enjoyment-related outcomes in Physical Education. The present study incorporated strategies presented by Standage and Ryan (2012) in a previous study. A quasi-experimental study was conducted with two groups (nexperimental = 30; ncontrol = 23) of 2nd year Secondary Education students aged between 13 and 15 (M = 13.35, SD = .62) by delivering 24 physical education classes. The teacher in the experimental group underwent prior and continual training. The results revealed that the students from the experimental group showed a significant increase in the perception of autonomy and competence. Furthermore, the experimental group showed a greater perception than the control group in the enjoyment related to learning and contents. These results provide information about the efficacy of an intervention programme based on the strategies presented by Standage and Ryan (2012) to foster satisfaction of basic psychological needs and facilitate support for basic psychological needs to promote the development of positive learning-related outcomes.

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Applying the Personal and Social Responsibility Model-Based Program: Differences According to Gender between Basic Psychological Needs, Motivation, Life Satisfaction and Intention to be Physically Active

International Journal of Environmental Research and Public Health ◽

10.3390/ijerph16132326 ◽

2019 ◽

Vol 16 (13) ◽

pp. 2326 ◽

Cited By ~ 6

Author(s):

Manzano-Sánchez ◽

Valero-Valenzuela ◽

Conde-Sánchez ◽

Chen

Keyword(s):

Physical Education ◽

Social Responsibility ◽

Personal Responsibility ◽

Psychological Needs ◽

Basic Psychological Needs ◽

Control Group ◽

Physically Active ◽

Personal And Social Responsibility ◽

The Impact ◽

Experimental Group

The objective of the study was to evaluate the impact of a program based on the Teaching Personal and Social Responsibility (TPSR) on the variables of responsibility, basic psychology needs, motivation, satisfaction with life and the intention to be physically active, as well as the differences of gender. The participants were 85 students (experimental group n = 35, 17 girls and control group n = 50, 28 girls). The students of the experimental group received the TPSR for 8 months within the physical education subject. The findings indicated an improvement in the experimental group in terms of personal responsibility and in the case of female students, in basic psychological needs and intrinsic motivation. In conclusion, the TPSR program can be integrated into the physical education curriculum in order to improve the personal responsibility of students and fulfill their motivation and satisfaction of basic psychological needs.

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Estilos de enseñanza participativos en las clases de Educación Física y su influencia sobre diferentes aspectos psicológicos | Participatory teaching styles in Physical Education classes and their influence on different psychological aspects

ESPIRAL CUADERNOS DEL PROFESORADO ◽

10.25115/ecp.v12i25.2286 ◽

2019 ◽

Vol 12 (25) ◽

pp. 30 ◽

Cited By ~ 2

Author(s):

Iván Lebrero Casanova ◽

Bartolomé J. Almagro ◽

Pedro Sáenz-López

Keyword(s):

Physical Education ◽

Autonomy Support ◽

Teaching Styles ◽

Self Esteem ◽

Psychological Needs ◽

Basic Psychological Needs ◽

Psychological Aspects ◽

Control Group ◽

Quasi Experimental ◽

Experimental Group

El objetivo del estudio consistió en analizar diferentes aspectos psicológicos (soporte autonomía, necesidades psicológicas básicas, autoestima y motivación) tras una intervención basada en diferentes estilos de enseñanza (impartición de las sesiones por parte del docente y de los alumnos mediante estilos de enseñanza participativos y trabajo cooperativo). Se llevó a cabo un diseño de investigación cuasi-experimental pre-post con un grupo control y otro experimental. En el grupo control se mantuvo la dinámica habitual de clase (con el docente de Educación Física) y en el experimental era el alumnado (quién con la supervisión del profesor) quien impartía las clases. Los resultados mostraron que en el grupo experimental se produjo un descenso del soporte autonomía del docente y una mejora en la relación con los demás, en la autoestima y en la regulación externa (que disminuyó). La mayor implicación del alumnado en su proceso enseñanza-aprendizaje hizo mejorar los diferentes aspectos psicológicos estudiados.AbstractThe main objective of this study was to analyze different psychological aspects (autonomy support, basic psychological needs, motivation and self-esteem) after an intervention process based on several teaching styles (lesson implementation by the teacher and the students with means of participatory teaching styles and cooperative work). A pre-post quasi-experimental research design was carried out with a control group and an experimental group. With the control group, the usual classroom dynamics (with the Physical Education teacher) were maintained, and with the experimental group the students (with the supervision of the teacher) taught the lessons. Results showed that the experimental group experienced a decline in autonomy support of the teacher and an improvement in the sense of relatedness, self-esteem, and external regulation (which declined). The greater involvement of the students in their teaching-learning process improved the different psychological aspects studied.

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

10.31234/osf.io/qu8jm ◽

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.

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Improving students’ predisposition towards physical education by optimizing their motivational processes in an acrosport unit

European Physical Education Review ◽

10.1177/1356336x16654390 ◽

2016 ◽

Vol 23 (4) ◽

pp. 444-460 ◽

Cited By ~ 9

Author(s):

Ángel Abós ◽

Javier Sevil ◽

José Antonio Julián ◽

Alberto Abarca-Sos ◽

Luis García-González

Keyword(s):

Physical Education ◽

Psychological Needs ◽

Motivational Climate ◽

Basic Psychological Needs ◽

Goal Theory ◽

Intervention Programme ◽

Final Sample ◽

Quasi Experimental ◽

Task Oriented ◽

Experimental Group

Grounded in self-determination theory and achievement goal theory, this quasi-experimental study evaluated the effectiveness of a teaching intervention programme to improve predisposition towards physical education based on developing a task-oriented motivational climate and supporting basic psychological needs. The final sample consisted of 35 secondary education students, aged 15–17 ( M age = 15.35, SD = 0.49), divided into two groups: control ( n = 15) and experimental ( n = 20). The intervention programme was applied in the experimental group to 12 acrosport unit lessons based on motivational strategies by means of TARGET areas (i.e. Task, authority, recognition, grouping, evaluation and time). Firstly, the experimental group obtained significantly higher values in perceived support of the basic psychological needs and in the perceived task-oriented motivational climate in the acrosport unit. Secondly, this intervention was effective in generating a significant increase in predisposition towards physical education in the experimental group. Noteworthy is the need to generate interventions in different content areas that may improve students’ predisposition towards physical education, which could contribute to them adopting a more active lifestyle.

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The Effect of Play-Based Math Activities on Different Areas of Development in Children 48 to 60 Months of Age

SAGE Open ◽

10.1177/2158244020919531 ◽

2020 ◽

Vol 10 (2) ◽

pp. 215824402091953

Author(s):

Meral Taner Derman ◽

Elvan Şahin Zeteroğlu ◽

Arzu Ergişi Birgül

Keyword(s):

Preschool Children ◽

Motor Development ◽

Fine Motor ◽

Control Group ◽

Gross Motor ◽

Physically Active ◽

Significant Difference ◽

Quasi Experimental ◽

Language Areas ◽

Experimental Group

There are previous studies in the literature conducted on the effect of play-based math activities on the mathematical skills, language, and cognitive development of preschool children. However, the number of studies conducted to determine the effect of play-based math activities on different areas of development in preschool children was too few. The purpose of this study is to investigate the effect of play-based math activities on different developmental areas (personal-social, fine motor, language, and gross motor development) of children 48 to 60 months of age. The pretest/posttest quasi-experimental research design with control and experimental groups was employed in this study. The research group of this study is composed of 45 children 22 of whom (10 girls and 12 boys) were in the experimental group and 23 (10 girls and 13 boys) in the control group. Denver II Developmental Screening Test was used as the data collection tool. As a result, it was determined that there was a significant difference between the subscales and pretest-posttest total scores concerning personal-social, fine motor, and language areas in the experimental group, while there was no statistically significant difference in the gross motor subscale. In addition, it was observed that there was statistically no significant difference between pretest–posttest scores concerning personal-social, fine motor, language, gross motor subscales and total scores of the control group. The result revealed that play-based math activities have a positive effect on personal-social, fine motor, language, and gross motor developments of children. Further studies can be planned to investigate the effects of play-based mathematics education integrated with different activities where children can have fun and be physically active on children’s developmental areas.

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Predicción de la intención de ser físicamente activo del alumnado de Educación Física: un modelo mediado por la necesidad de novedad (Prediction of physical education students’ intention to be physically active: A model mediated by the need for novelty)

Retos ◽

10.47197/retos.v37i37.70946 ◽

2019 ◽

pp. 442-448

Author(s):

Carlos Fernández-Espínola ◽

Bartolomé J. Almagro ◽

Javier A. Tamayo Fajardo

Keyword(s):

Physical Education ◽

Intrinsic Motivation ◽

School Context ◽

Psychological Needs ◽

Motivational Climate ◽

Physical Education Teachers ◽

First Year ◽

Education Students ◽

Physically Active ◽

Physical Education Students

El objetivo del estudio fue analizar el rol que puede ejercer la necesidad de novedad en la motivación humana, testando un modelo en el que se relacionaba el clima motivacional que implica a la tarea con la necesidad de novedad, la motivación intrínseca y la intención de ser físicamente activo. Se utilizó una muestra de 732 estudiantes que cursaban de 1º de ESO a 1º de Bachillerato y con una edad media de 13.92. Se emplearon el factor clima tarea del cuestionario de Medida de las Estrategias Motivacionales en las clases de Educación Física, el factor novedad de la Escala de Medición de las Necesidades Psicológicas Básicas, el factor motivación intrínseca de la Escala del Locus Percibido de Causalidad en Educación Física y la Escala de Intención de ser Físicamente Activo. Los resultados del modelo mostraron que el clima motivacional que implica a la tarea predijo positivamente la necesidad novedad, la cual predijo positivamente la motivación intrínseca y ejerció un rol mediador entra ambas. Finalmente, la motivación intrínseca predijo de forma positiva la intención de ser físicamente activo. En conclusión, este estudio ha mostrado que la propuesta de tareas, metodologías y materiales novedosos por parte del docente de Educación Física, podrían aumentar los niveles de motivación autodeterminados en el alumnado y, en consecuencia, incrementar su intención de practicar actividad física fuera del contexto escolar en un futuro.Abstract. The aim of this study was to analyze the role that novelty need can play on human motivation. For that purpose, a model that linked task-involving motivational climate, novelty need, intrinsic motivation, and intention to be physically active, was tested. A sample of 732 students enrolled from the first year of Secondary School to the first year of Baccalaureate (five courses), with mean age of 13.92 years, participated in the study. The mastery climate factor from the Measurement of Motivational Strategies in Physical Education Classes Questionnaire, the novelty factor from the Psychological Needs in Exercise Scale, the intrinsic motivation factor from the Perceived Locus of Causality Scale, and the Intention to be Physically Active Scale, were used. The model outcomes showed that task-involving motivational climate positively predicted novelty need, which positively predicted intrinsic motivation and played the role of mediator between the two of them. Finally, intrinsic motivation positively predicted intention to be physically active. In conclusion, this study has shown that Physical Education teachers’ proposal of novel tasks, methodologies, and materials, could increase self-determined levels of motivation in students and, consequently, their intention to practice physical activity outside the school context in the future.

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Edublog in Physical Education as an instrument for coeducation, commitment and intention to be physically active | El Edublog en Educación Física como herramienta para la coeducación, el compromiso y la intención de ser físicamente activo

ESPIRAL CUADERNOS DEL PROFESORADO ◽

10.25115/ecp.v14i28.3819 ◽

2021 ◽

Vol 14 (28) ◽

pp. 1-8

Author(s):

Lucía López-Postigo ◽

Rafael Burgueño ◽

Francisco Tomás González-Fernández ◽

Honorato Morente-Oria

Keyword(s):

Physical Education ◽

Primary School ◽

A Priori ◽

Control Group ◽

Primary School Students ◽

Intervention Programme ◽

School Students ◽

Physically Active ◽

Educación Primaria ◽

Experimental Group

La presente investigación pretendió analizar los efectos del uso del blog educativo (i.e. Edublog) sobre la coeducación, compromiso con esta herramienta digital, calificación e intención de ser físicamente activo en clase de educación física en educación primaria. El estudio corresponde con un diseño cuasi-experimental, usando un grupo control, a priori, no equivalente y, un grupo experimental para una muestra total de 40 estudiantes de educación primaria (50.50% chicas; Medad = 10.55, DTedad = .51). Se tomaron medidas acerca del conocimiento de equidad y calificación al final del programa de intervención, medidas sobre la implicación con el Edublog durante todo el programa, mientras que la intención de ser físicamente activo se evaluó al inicio y al final del programa. Los resultados revelaron la existencia de diferencias estadísticamente significativas en el nivel de conocimiento de equidad, implicación con el Edublog y calificación a favor del grupo experimental. No hubo diferencias estadísticamente significativas en el nivel de intención de ser físicamente activo entre ambos grupos. A modo de conclusión, el Edublog puede ser un recurso didáctico tenido en cuenta por el profesorado a la hora de mejorar las experiencias educativas del alumnado de educación primaria cuando participa en educación física.AbstractThis research aimed at examining the effects of the usage of the educational blog (or Edublog) on coeducation, commitment to this digital tool, grades and intention to be physically active in Physical Education lessons in Primary school. The study adopted a quasi-experimental design with, a priori, a non-equivalent control group and an experimental group for a total of 40 primary school students (50.50% girls; Mage = 10.55, SDage = .51). Measures on knowledge of equity and grades were taken at the end of the intervention programme, measures on a commitment to Edublog were collected throughout the programme, while the intention to be physically active were assessed at the beginning and end of the intervention. The results revealed statistically significant differences in the level of knowledge of equity, the commitment of Edublog and grades a favour of the experimental group. There was a nonsignificant difference in the level of intention to be physically active among both groups. In conclusion, Edublog can be a learning recourse to be considered by teachers in improving primary school students’ educational experiences when they participate in Physical Education.

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Diseño y evaluación de un programa para la mejora de la condición física en Educación Primaria: efecto sobre la autoestima y la intención de ser activo

SPORT TK-Revista EuroAmericana de Ciencias del Deporte ◽

10.6018/sportk.461721 ◽

2021 ◽

Vol 10 (1) ◽

pp. 107-112

Author(s):

D. Zamorano García ◽

JG. Fernández Bustos ◽

JP. Vállez Gómez

Keyword(s):

Physical Fitness ◽

Primary Education ◽

Self Esteem ◽

Social Health ◽

Control Group ◽

Measuring Instruments ◽

Physically Active ◽

Quasi Experimental ◽

Educación Primaria ◽

Experimental Group

El objetivo fue diseñar un programa para mejorar la condición física y evaluar su efecto sobre la intencionalidad de seguir siendo activo y autoestima general. Se diseñó un programa de 8 semanas de actividades para mejorar la condición física en Educación Física, además de actividad física deportiva en los recreos. El diseño cuasiexperimental incluyó 70 escolares (39 grupo experimental; 31 grupo control) de 6º de Educación Primaria. Como instrumentos de medida se utilizaron la batería ALPHA-Fitness de alta prioridad, la Escala de intencionalidad de ser físicamente activo en Educación Primaria, y el Cuestionario Multimedia y Multilingüe de Evaluación de la Autoestima. Se encontró efectividad del programa en todas las variables estudiadas, en especial en la mejora de la capacidad cardiorrespiratoria, la capacidad de salto y la dimensión socioafectiva de la autoestima. Se destaca la importancia de estos programas en la mejora de la salud física, psicológica y social del alumnado. The objective was to design a program to improve physical fitness and evaluate its effect on the intent to remain active and general self-esteem. An 8-week program of activities was designed to improve physical fitness in Physical Education, in addition to sports physical activity at recess. The quasi-experimental design included 70 schoolchildren (39 experimental group; 31 control group) from 6th grade of Primary Education. The high priority ALPHA-Fitness battery, the intentionality scale of being physically active in Primary Education, and the Multimedia and Multilingual Self-esteem Evaluation Questionnaire were used as measuring instruments. The effectiveness of the program was found in all the variables studied, especially in the improvement of cardiorespiratory capacity, jumping capacity and the socio-affective dimension of self-esteem. The importance of these programs in the improvement of the physical, psychological and social health of the students is highlighted.

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Impact of a Sustained TPSR Program on Students’ Responsibility, Motivation, Sportsmanship, and Intention To Be Physically Active

Journal of Teaching in Physical Education ◽

10.1123/jtpe.2019-0022 ◽

2020 ◽

Vol 39 (2) ◽

pp. 247-255 ◽

Cited By ~ 3

Author(s):

Juan Andrés Merino-Barrero ◽

Alfonso Valero-Valenzuela ◽

Noelia Belando Pedreño ◽

Javier Fernandez-Río

Keyword(s):

Social Responsibility ◽

Direct Instruction ◽

Repeated Measures ◽

Psychological Needs ◽

Basic Psychological Needs ◽

Physically Active ◽

Psychosocial Consequences ◽

Personal And Social Responsibility ◽

The Impact ◽

Experimental Group

Purpose: To assess the impact of a sustained Teaching for Personal and Social Responsibility program in Physical Education. Method: There were 72 primary and secondary education students (11–13 years), enrolled in two different schools, and their four teachers were randomly distributed into an experimental group (n = 35) and a nonequivalent group (n = 37) by their schools’ administration. A pre-/posttest, repeated-measures nonequivalent group design was used. The two teachers of the experimental group implemented a Teaching for Personal and Social Responsibility program, whereas the two teachers of the nonequivalent group used Direct Instruction in their classes over four consecutive learning units (29 sessions, 5 months). Results: Students in the experimental group significantly increased their personal and social responsibility (p < .01), self-determined motivation (p < .01), basic psychological needs satisfaction (competence, autonomy, and relatedness; p < .01), sportsmanship (p < .05), and intention to be physically active outside school (p < .05). Conclusion: The Teaching for Personal and Social Responsibility program was more able to increase students’ self-determined motivation and to generate positive psychosocial consequences than the Direct Instruction approach.

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