El soporte de autonomía en Educación Física como medio de prevención de la oposición desafiante del alumnado. [Autonomy support in Physical Education as a means of preventing students’ oppositional defiance].

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.

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Proposal for Modeling Motivational Strategies for Autonomy Support in Physical Education

International Journal of Environmental Research and Public Health ◽

10.3390/ijerph18147717 ◽

2021 ◽

Vol 18 (14) ◽

pp. 7717

Author(s):

Juan Antonio Moreno-Murcia ◽

Julio Barrachina-Peris ◽

Manuel Ballester Campillo ◽

Estefanía Estévez ◽

Elisa Huéscar

Keyword(s):

Physical Education ◽

Autonomy Support ◽

Motivational Strategies ◽

Balanced Development ◽

Perceived Difficulty ◽

Teachers And Students ◽

Motivational Style ◽

Support Autonomy ◽

The One

The motivational style that teachers adopt during their interactions with their students in class can have a significant influence on the search for optimal and balanced development. Knowing the role of motivation in generating positive change, the key is to define the strategies that constitute an adaptive motivational style of teaching. The aim of this study was to design and validate the set of motivational strategies to support autonomy that are framed within the Self-Determination Theory in the context of physical education classes. For this purpose, a five-phase process was designed and carried out in one study involving different samples of experts, teachers and students. On the one hand, 25 autonomy-supportive motivational strategies were obtained and organized according to their perceived difficulty. We also analyzed the importance attributed by teachers and the difficulty of implementing them, as well as the autonomy support perceived by students through these strategies. The results obtained made it possible to present a behavior-optimizing solution consisting of a progression of 25 autonomy support strategies. The results obtained are discussed in terms of their value in the design of educational scenarios that promote high-quality student motivation.

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Autonomy support, motivational climate, enjoyment and perceived competence in physical education: Impact of a hybrid teaching games for understanding/sport education unit

European Physical Education Review ◽

10.1177/1356336x18816997 ◽

2018 ◽

Vol 26 (1) ◽

pp. 36-53 ◽

Cited By ~ 9

Author(s):

Alexander Gil-Arias ◽

Fernando Claver ◽

Alba Práxedes ◽

Fernando Del Villar ◽

Stephen Harvey

Keyword(s):

Physical Education ◽

Direct Instruction ◽

Autonomy Support ◽

Perceived Competence ◽

Motivational Climate ◽

Sport Education ◽

Teaching Games For Understanding ◽

Hybrid Teaching ◽

The Impact ◽

Instruction Model

The purpose of the study was to investigate the impact of a hybrid teaching games for understanding (TGfU) and sport education (SE) physical education unit on autonomy support, perceived motivational climate, enjoyment and perceived competence, in comparison to a unit delivered via a traditional direct instruction model. A crossover design was utilized. Participants were 55 students divided into two groups. One group experienced a hybrid TGfU/SE unit first, followed by a unit of direct instruction. A second group experienced the units in the opposite order. The hybrid unit was designed according to the characteristics of SE (e.g. formal competition, seasons, team identity, roles, etc.) and learning tasks were designed to integrate the pedagogical principles of TGfU. Dependent variables were measured using validated questionnaires. Results showed that regardless of the order of intervention, students in the two groups reported significantly higher mean scores in interest in athletes’ input, praise for autonomous behavior, perceived competence, and enjoyment when they were taught using the hybrid TGfU/SE unit. The results demonstrate some initial evidence that a teacher’s employment of a hybrid TGfU/SE unit can encourage students to assume responsibilities and make independent decisions, which leads to them reporting greater enjoyment and perceived competence when compared to physical education lessons delivered via a traditional direct instruction model.

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Educación Física y desarrollo de la autonomía: la percepción del alumnado de Educación Secundaria (Physical Education and the development of autonomy: the perception of the students of Secondary Education)

Retos ◽

10.47197/retos.v0i31.53506 ◽

2016 ◽

pp. 300-305

Author(s):

Raquel Aguado-Gómez ◽

Ángeles López-Rodríguez ◽

Juan Luis Hernández-Álvarez

Keyword(s):

Secondary Education ◽

Physical Education ◽

Psychometric Properties ◽

Autonomy Support ◽

Teaching Experience ◽

Specific Training ◽

Four Dimensions ◽

Metacognitive Development ◽

Gender And Age ◽

Teaching Support

Este estudio se centró en conocer la percepción del alumnado sobre el apoyo docente al desarrollo de su autonomía en Educación Física (EF). Se aplicó la Escala de Percepción de Apoyo a la Autonomía en las Clases de Educación Física (EPAACEF), diseñada por los autores de este artículo y validada con adecuadas propiedades psicométricas. La escala, conteniendo 34 ítems, agrupados en cuatro dimensiones, fue aplicada a 721 alumnos y alumnas de Educación Secundaria (347 chicas), con una media de edad de 14.4 (±1.5) años. Este alumnado recibe clases de EF de siete docentes, con formación específica en EF y diferente experiencia en la enseñanza. Los resultados muestran la idoneidad de diseñar la EPAACEF, porque permite valorar los comportamientos docentes desde una perspectiva más sistémica, pudiendo afirmar que, según la percepción del alumnado, los comportamientos que apoyarían un desarrollo de su autonomía se producen con una frecuencia «moderadamente baja». Los docentes obtienen mejores resultados en los comportamientos relacionados con la atención a la motivación, y con la atención al desarrollo cognitivo y metacognitivo, debiendo atender más a las necesidades del alumnado relacionadas con los ritmos de aprendizaje y con fomento de sugerencias y participación activa. Analizando la EPAACEF globalmente no se producen diferencias significativas en función del género y de la edad, pero sí en alguna de las dimensiones.Abstract. This study focused on the perception of students on the teaching support to the development of their autonomy in Physical Education (PE). The Autonomy Support Perception Scale in the Physical Education Classes (EPAACEF), designed by the authors of this article and validated with adequate psychometric properties, was applied. The scale, containing 34 items, grouped in four dimensions, was applied to 721 students of secondary education (347 girls), with a mean age of 14.4 (± 1.5) years. These students receive PE classes of seven teachers, with specific training in PE and different teaching experience. The results show the appropriateness and validity of the EPAACEF, because it allows evaluating teacher behaviours from a more systemic perspective, being able to affirm that, according to the perception of the students, the behaviours that would support a development of their autonomy occur with a frequency «moderately low». Teachers obtain better results in the behaviours related to attention to motivation, and attention to cognitive and metacognitive development. They must attend more to the needs of students related to learning rhythms and encouraging suggestions and active participation. Analysing the EPAACEF globally, there are no significant differences in terms of gender and age, but exist in some of the dimensions.

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Perceived autonomy support and motivation in young people: A comparative investigation of physical education and leisure-time in four countries

Europe’s Journal of Psychology ◽

10.5964/ejop.v15i3.1735 ◽

2019 ◽

Vol 15 (3) ◽

pp. 509-530 ◽

Cited By ~ 1

Author(s):

Istvan Soos ◽

Ibolya Dizmatsek ◽

Jonathan Ling ◽

Adedokun Ojelabi ◽

Jaromir Simonek ◽

...

Keyword(s):

Physical Activity ◽

Physical Education ◽

Young People ◽

Autonomy Support ◽

Leisure Time ◽

Leisure Time Physical Activity ◽

Autonomous Motivation ◽

European Countries ◽

Perceived Autonomy Support ◽

Current Behaviour

Physical education focuses on the development of sports skills as well as fitness for health. In Central European countries there has been a shift in these focuses since the fall of Communism to follow internationally-recognised health-related physical activity recommendations, similar to Western European countries. In this study we investigated the extent to which motivation from school physical education transfers to leisure-time physical activity providing autonomy support by three social agents: school (physical education teachers), family and peers. Our study utilised the Aetological Approach (AA), Ecological Model (EM) and the Trans-Contextual Model (TCM) that consists of the Theory of Planned Behaviour (TPB) and the Self-Determination Theory (SDT) to explore how autonomous motivation is transferred between contexts (physical education, leisure-time and current behaviour). Nine-hundred and seventy-four students aged 11–18 (55% girls) participated in our study from four countries: Hungary, United Kingdom, Romania and Slovakia. A prospective research design was employed, and questionnaires were administered at three time points. Using 7-point Likert scales, attitude, usefulness, and affectiveness were measured. Furthermore, subjective norms and perceived behavioural control (PBC) were tested within TPB. Autonomous and controlling motivation were measured within SDT by administering the Behavioural Regulation in Exercise questionnaires (BREQ and BREQ-2). Finally, past physical activity, intention and current physical activity behaviours were tested. Results indicated that perceived autonomy support from family and friends predicted autonomous motivation towards leisure-time physical activity in all four countries. However, teachers’ behaviour in some Eastern European countries did not predict this transfer. In general, in line with previous literature, boys reported more physical activity than girls. A strong influencing factor in the path model was that past behaviour predicted current behaviour, and according to that factor, boys reported being more active than girls.Boys also perceived more support from PE teachers than girls which was likely to have influenced their autonomous motivation in PE, which in turn transferred to leisure time. We discuss these results in the context of theories exploring the role of motivation and social environment on children’s choices related to physical activity. In conclusion, we suggest providing more autonomy support, especially by schools, for the enhancement of autonomous motivation of young people to promote their leisure time physical activity.

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The Importance of Supporting Student Autonomy in Physical Education Classes to Improve Intention to Be Physically Active

Sustainability ◽

10.3390/su12104251 ◽

2020 ◽

Vol 12 (10) ◽

pp. 4251

Author(s):

Marta Leyton-Román ◽

Juan L. Núñez ◽

Ruth Jiménez-Castuera

Keyword(s):

Physical Education ◽

Social Relations ◽

Autonomy Support ◽

Autonomous Motivation ◽

Psychological Needs ◽

Structural Equations ◽

Physically Active ◽

Student Autonomy ◽

Support Students ◽

Perceived Autonomy Support

This study sought to analyze the predictive power of supporting student autonomy in physical education classes on the intention to be physically active based on motivational variables. The Self-Determination Theory was used as a theoretical framework. The study sample comprised 922 students of both sexes, aged between 14 and 18 years old (M = 14.95, SD = 0.98). Several questionnaires were applied to analyze the measured variables. The results of the model of structural equations revealed that students’ perceived autonomy support positively and significantly predicted the satisfaction of the BPN (autonomy, competence and social relations). These, in turn, positively and significantly predicted autonomous motivation; and lastly, the most self-determined type of motivation positively and significantly predicted the intention to be physically active. This finding emphasizes the importance of establishing motivational strategies to support students’ autonomy via the satisfaction of psychological needs, enhancing autonomous motivation and, as a consequence, increasing students’ intention to practice physical activity.

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Cultural Differences in the Relationships Among Autonomy Support, Psychological Need Satisfaction, Subjective Vitality, and Effort in British and Chinese Physical Education

Journal of Sport and Exercise Psychology ◽

10.1123/jsep.32.5.655 ◽

2010 ◽

Vol 32 (5) ◽

pp. 655-673 ◽

Cited By ~ 68

Author(s):

Ian M. Taylor ◽

Chris Lonsdale

Keyword(s):

Physical Education ◽

Cultural Differences ◽

Autonomy Support ◽

Psychological Needs ◽

Need Satisfaction ◽

Subjective Vitality ◽

Chinese Sample ◽

Psychological Need ◽

The Relationship ◽

Psychological Need Satisfaction

Using basic psychological needs theory (BPNT; Ryan & Deci, 2000) as our guiding framework, we explored cultural differences in the relationships among physical education students’ perceptions of teacher autonomy support, psychological need satisfaction, subjective vitality and effort in class. Seven hundred and fifteen students (age range from 13 to 15 years) from the U.K. and Hong Kong, China, completed a multisection inventory during a timetabled physical education class. Multilevel analyses revealed that the relationships among autonomy support, subjective vitality and effort were mediated by students’ perceptions of psychological need satisfaction. The relationship between autonomy support and perceptions of competence was stronger in the Chinese sample, compared with the U.K. sample. In addition, the relationship between perceptions of relatedness and effort was not significant in the Chinese students. The findings generally support the pan-cultural utility of BPNT and imply that a teacher-created autonomy supportive environment may promote positive student experiences in both cultures.

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The Teacher Benefits From Giving Autonomy Support During Physical Education Instruction

Journal of Sport and Exercise Psychology ◽

10.1123/jsep.2013-0231 ◽

2014 ◽

Vol 36 (4) ◽

pp. 331-346 ◽

Cited By ~ 75

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.

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Observing Physical Education Teachers’ Need-Supportive Interactions in Classroom Settings

Journal of Sport and Exercise Psychology ◽

10.1123/jsep.35.1.3 ◽

2013 ◽

Vol 35 (1) ◽

pp. 3-17 ◽

Cited By ~ 98

Author(s):

Leen Haerens ◽

Nathalie Aelterman ◽

Lynn Van den Berghe ◽

Jotie De Meyer ◽

Bart Soenens ◽

...

Keyword(s):

Physical Education ◽

Autonomy Support ◽

Real Life ◽

Psychological Needs ◽

Self Report ◽

Physical Education Teachers ◽

Teaching Behaviors ◽

Need Support ◽

Reasonable Evidence ◽

Support Autonomy

According to self-determination theory, teachers can motivate students by supporting their psychological needs for relatedness, competence, and autonomy. The present study complements extant research (most of which relied on self-report measures) by relying on observations of need-supportive teaching in the domain of physical education (PE), which allows for the identification of concrete, real-life examples of how teacher need support manifests in the classroom. Seventy-four different PE lessons were coded for 5-min intervals to assess the occurrence of 21 need-supportive teaching behaviors. Factor analyses provided evidence for four interpretable factors, namely, relatedness support, autonomy support, and two components of structure (structure before and during the activity). Reasonable evidence was obtained for convergence between observed and student perceived need support. Yet, the low interrater reliability for two of the four scales indicates that these scales need further improvement.

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