Effects of a Sport Education Model-Based Teaching Intervention on Students’ Behavioral and Motivational Outcomes within the Physical Education Setting in the COVID-19 Scenario

The sport education model (SEM) has been suggested to have a positive impact on students’ motivational processes within the physical education setting. However, there is no evidence about how this methodology can affect such processes in the unconventional scenario provoked by the COVID-19 pandemic. The aim of the present study was to analyze the effect of a SEM-based teaching intervention on students’ basic psychological needs (BPN), intrinsic motivation, and behavioral engagement in physical education. For this purpose, a quasi-experimental study was carried out in which two groups of secondary students (Mage= 14.61, SD= 0.5) were taught a basketball unit following either the SEM or traditional teaching. Previously validated questionnaires were administered both before and after the intervention. The results showed that students following the SEM methodology significantly improved their autonomy satisfaction (MPre = 3.09 vs. Mpost = 3.63), competence satisfaction (Mpre = 3.48 vs. Mpost = 4.17), and relatedness satisfaction (MPre = 3.79 vs. MPost = 4.43), as well as their behavioral engagement (MPre = 4.05 vs. MPost = 4.48), while students in the control group reported lower relatedness satisfaction after (M = 3.54) than before (M = 4.13) the intervention. This study thus contributes to the understanding of how teaching in a COVID-19 scenario has affected students’ motivational responses, and interesting implications for the current situation are provided.

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

International Journal of Environmental Research and Public Health ◽

10.3390/ijerph18105407 ◽

2021 ◽

Vol 18 (10) ◽

pp. 5407

Author(s):

Vicente Gaspar ◽

Alexander Gil-Arias ◽

Fernando Del Villar ◽

Alba Práxedes ◽

Alberto Moreno

Keyword(s):

Physical Education ◽

Healthy Lifestyle ◽

School Context ◽

Psychological Needs ◽

Basic Psychological Needs ◽

Control Group ◽

Physically Active ◽

Quasi Experimental ◽

Experimental Group ◽

Small Side

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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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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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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Sport education model and self-determination theory

Kinesiology ◽

10.26582/k.48.1.15 ◽

2016 ◽

Vol 48 (1) ◽

pp. 30-38 ◽

Cited By ~ 12

Author(s):

Ricardo Cuevas ◽

Luis Miguel García-López ◽

Jaime Serra-Olivares

Keyword(s):

Physical Education ◽

Self Determination Theory ◽

Self Determination ◽

Control Group ◽

Sport Education ◽

School Students ◽

Post Intervention ◽

Physically Active ◽

Education Model ◽

The Impact

Using self-determination theory as a guiding framework, this study analyzed the impact of the Sport Education Model in self-determination and motivation, psychological basic need thwarting, enjoymentsatisfaction, boredom, and intention to be physically active in Physical Education (PE) of secondary school students in Spain. Two groups were selected for the study: an experimental group (EG; n=43), which received 19 volleyball lessons following the Sport Education Model, and a control group (CG; n=43), which received 19 traditional Physical Education lessons. Pre- and post-intervention measures were taken in both groups. The results showed significant improvements in intrinsic motivation in EG. The results are discussed, and the suitability of the Sport Education Model to improve self-determined behaviors in Physical Education is emphasized.

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Experiencia inicial del modelo de Educación Deportiva en primero de Educación Primaria. Percepción del alumnado y del docente (Initial experience with the Sport Education model in primary school first-grade. Students and teachers’ perceptions)

Retos ◽

10.47197/retos.v36i36.68029 ◽

2019 ◽

pp. 203-210

Author(s):

Diego Martínez de Ojeda ◽

Federico Puente-Maxera ◽

Antonio Méndez-Giménez ◽

María Pilar Mahedero-Navarrete

Keyword(s):

Primary School ◽

Teacher Perceptions ◽

First Grade ◽

Psychological Needs ◽

Basic Psychological Needs ◽

Sport Education ◽

Teachers Perceptions ◽

Quasi Experimental ◽

Education Model ◽

Educación Primaria

A pesar de haber sido aplicado con éxito en estudiantes de diferentes edades, en la actualidad no hay constancia de investigaciones que hayan examinado el impacto del modelo de Educación Deportiva (MED) entre el alumnado de primer curso de Educación Primaria (EP). El objetivo del presente estudio fue implementar una temporada a partir del MED en un curso de primero de EP a efectos de conocer su impacto sobre las percepciones docentes y discentes respecto al propio modelo, así como sus efectos motivacionales (satisfacción de las necesidades psicológicas básicas). Esta cuestión se abordó desde una perspectiva cuantitativa y cualitativa. La muestra se compuso de 18 estudiantes (Medad = 6.61) y un docente (con una experiencia de 12 años, tres de ellos aplicando el MED), pertenecientes a un colegio ubicado en una zona rural del sureste de España. Es un estudio de caso en el que se empleó un diseño cuasi-experimental con medidas repetidas pretest-postest. La percepción discente fue captada a partir de entrevistas, cuestionarios y dibujos, mientras que la percepción docente fue recogida mediante un diario y entrevistas. Los resultados son consistentes con los de estudios previos sobre el MED entre escolares de corta edad. Se encontraron aumentos significativos en los niveles de cultura deportiva y entusiasmo. Igualmente, se observaron mejoras en las NPB. Se sugiere que el MED puede ser aplicado con éxito en primero de EP.Abstract: The Sport Education model has been widely investigated across different ages. Nevertheless, to date there is no published research that examines its impact on primary school first-grade students. The goal was to implement a Sport Education season in a first-grade class to assess students and teacher’ perceptions about the model and its motivational effects (basic psychological needs satisfaction). This question was addressed from a quantitative and qualitative perspective. The sample was composed by 18 students (Mage = 6.61) and one teacher enrolled in a school from a rural area in southeastern Spain. A quasi-experimental design, pretest-postest measures, was carried out. Students’ perceptions were collected via questionnaires, interviews, and drawings, while teacher’s perspective was gathered with interviews and diary notes. Results are consistent with previous Sport Education studies in early primary years. There were found significant increments on literacy and enthusiasm, as well as improvements on motivational domains. Findings suggest there is potential enough for introducing Sport Education in the whole primary education stage. Most relevant didactical implications are also discussed.

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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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Los grupos interactivos en Educación Física: Una experiencia docente en Educación Secundaria (Interactive Groups in Physical Education: A Teaching Experience in Secondary Education)

Retos ◽

10.47197/retos.v38i38.74606 ◽

2020 ◽

pp. 369-374

Author(s):

Javier Olaya Cuartero ◽

Miguel García Jaén ◽

Salvador García Martínez ◽

Alberto Ferriz Valero

Keyword(s):

Secondary Education ◽

Physical Education ◽

Teaching Experience ◽

Psychological Needs ◽

Basic Psychological Needs ◽

Control Group ◽

Theoretical Knowledge ◽

Degree Of Satisfaction ◽

The Subject ◽

Los Grupos

El proyecto de investigación de más rango científico y con los mayores recursos dedicados al estudio de la educación escolar en el Programa Marco de la Unión Europea: INCLUD-ED, muestra que las prácticas de las escuelas de éxito en Europa están en la línea del enfoque dialógico del aprendizaje. En un centro educativo donde el alumnado pertenece a 36 nacionalidades diferentes, se propone la implantación de formas dialógicas de organización en el aula como los grupos interactivos. El objetivo del presente estudio fue analizar el tipo de agrupación en el aula mediante grupos interactivos para comprobar, por un lado, su impacto sobre la motivación y la satisfacción de las necesidades psicológicas básicas en el ejercicio, y por otro, en qué medida influyen estos grupos interactivos sobre el aprendizaje teórico. Para esto, 113 participantes en la asignatura de Educación Física de tercero y cuarto de Educación Secundaria Obligatoria recibieron dos clases mediante organizaciones diferentes del aula, una organización tradicional (TRAD) a modo de grupo de control y otra de grupos interactivos (GIN) respectivamente. Se evaluó el grado de satisfacción de las necesidades psicológicas básicas en el ejercicio, el grado de motivación y la adquisición de conocimientos teóricos específicos de la asignatura. Los resultados muestran tanto mejoras a nivel de conocimientos teóricos, como una mayor satisfacción de las necesidades psicológicas básicas en el ejercicio y motivación intrínseca de GIN frente a TRAD. Abstract. The research project with the highest scientific rank and the greatest resources dedicated to the study of school education in the European Union's Framework Programme: INCLUD-ED, shows that the practices of successful schools in Europe are in line with the dialogical approach to learning. In an educational school where students belong to 36 different nationalities, the implementation of dialogical forms of organization in the classroom, such as interactive groups, is proposed. The present study aimed to analyze the type of grouping in the classroom through interactive groups in order to check, on the one hand, their impact on motivation and the satisfaction of basic psychological needs, and on the other hand, to what extent these interactive groups influence theoretical learning. For this purpose, 113 participants in the subject of Physical Education, from third and fourth year of Compulsory Secondary Education, received two classes through different classroom organizations: a traditional organization (TRAD) as a control group, and with interactive groups (GIN), respectively. The degree of satisfaction of basic psychological needs, the degree of motivation, and the acquisition of specific theoretical knowledge of the subject were evaluated. The results show both improvements in theoretical knowledge and greater satisfaction of basic psychological needs and intrinsic motivation of GIN compared to TRAD.

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Effects of the Sport Education model on adolescents’ motivational, emotional, and well-being dimensions during a school year

European Physical Education Review ◽

10.1177/1356336x211047866 ◽

2021 ◽

pp. 1356336X2110478

Author(s):

Antonio Méndez-Giménez ◽

María del Pilar Mahedero-Navarrete ◽

Federico Puente-Maxera ◽

Diego Martínez de Ojeda

Keyword(s):

Emotional Intelligence ◽

Grade Level ◽

Well Being ◽

Psychological Needs ◽

Basic Psychological Needs ◽

Sport Education ◽

School Year ◽

Education Model ◽

And Gender ◽

Over Time

Research on the impact of the Sport Education model (SEM) in motivational terms is prolific and consistent; however, studies that jointly address the effects of the SEM on adolescents’ motivational, emotional, and well-being dimensions are scarce. This study aimed to examine the effect of a multi-season SEM-based program on self-determined motivation, basic psychological needs, emotional intelligence, satisfaction with life, and the intention to be physically active on physical education (PE) students during a school year. A total of 212 high school students ( M = 13.88; SD = 1.68) from grades 7 and 10 (nine intact groups) participated in this study. A quasi-experimental design, with four measurements (T1, September; T2, December; T3, March; and T4, June), without a control group was carried out. The repeated measures analysis of variance, with time as within-subject factor, and both grade level and gender as between-subject factors, revealed significant effects over time on autonomy F(3, 624) = 12.413, p < 0.001, η2 = 0.056, competence F(2.78, 579.09) = 10.733, p < 0.001, η2 = 0.049, emotional control and regulation F(2.74, 569.74) = 7.045, p < 0.001, η2 = 0.033, and emotional empathy F(2.71, 563.71) = 4.248, p < 0.01, η2 = 0.007. Some interactions were also found according to grade level and gender. Between-subject multivariate analysis of variance (MANOVA) showed differences tended to progressively increase over time. Results confirm the potential of the SEM to cushion motivational decline and satisfy the basic psychological needs during adolescence. Furthermore, the SEM was shown to be a useful approach for increasing the emotional intelligence dimensions in the PE context.

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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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Development of Team Cohesion and Sustained Collaboration Skills with the Sport Education Model

Sustainability ◽

10.3390/su11082348 ◽

2019 ◽

Vol 11 (8) ◽

pp. 2348 ◽

Cited By ~ 11

Author(s):

Chun-Chieh Kao

Keyword(s):

Physical Education ◽

Teaching Strategy ◽

Team Cohesion ◽

Control Group ◽

Sport Education ◽

Team Adaptation ◽

Post Test ◽

Quasi Experimental ◽

Education Model ◽

Experimental Group

Physical education is crucial to the development of physical and social abilities. Team cohesion, nurtured in physical education, influences team performance and provides skills that students may translate into future social arenas. However, whether teaching strategy in physical education affects the development of team cohesion remains uncertain. The sport education model (SEM) enhances sport skills, rule knowledge, sport etiquette, and affective development through games and competition. The SEM has replaced many conventional physical education curricula in advanced countries. Therefore, this quasi-experimental pretest–post-test study investigated the effects of the SEM on team cohesion. Undergraduate volunteers from a Taiwanese university were divided into experimental and control groups for a 10-week basketball course taught using the SEM or direct instruction, respectively. Pretest and post-test questionnaires utilized a team cohesion scale, with subscales measuring teamwork, team adaptation, and interpersonal interaction. Experimental group (Mpre = 3.35 ± 0.42, Mpost = 3.98 ± 0.50) scores for overall team cohesion and the three subscales were significantly improved after the course; no significant improvement was noticed in the control group (Mpre = 3.23 ± 0.58, Mpost = 3.57 ± 0.57). Furthermore, all post-test scores for the experimental group (M = 3.98 ± 0.50) were higher than those for the control group (M = 3.57 ± 0.57). Therefore, the SEM is a feasible model for improving team cohesion and thus related social skills students may sustain into adulthood.

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