scholarly journals INSTRUCTIONAL STRATEGIES OF INCLUSIVE PHYSICAL EDUCATION TEACHERS: DEVELOPMENT AND VALIDATION OF A SELF-DETERMINATION SCALE

2013 ◽  
Vol 6 (1) ◽  
pp. 43-56
Author(s):  
Cathy MacDonald ◽  
Greg Reid
Keyword(s):  
Physical Education ◽  
Instructional Strategies ◽  
Self Determination ◽  
Physical Education Teachers ◽  
Development And Validation

scholarly journals Does the Level of Motivation of Physical Education Teachers Matter in Terms of Job Satisfaction and Emotional Exhaustion? A Person-Centered Examination Based on Self-Determination Theory

2019 ◽  
Vol 16 (16) ◽  
pp. 2839 ◽  
Author(s):  
Ángel Abós ◽  
Leen Haerens ◽  
Javier Sevil-Serrano ◽  
Sofie Morbée ◽  
José Antonio Julián ◽  
...  
Keyword(s):  
Job Satisfaction ◽  
Physical Education ◽  
Emotional Exhaustion ◽  
Autonomous Motivation ◽  
Self Determination Theory ◽  
Self Determination ◽  
Physical Education Teachers ◽  
Motivational Profiles ◽  
Level Of Motivation ◽  
Adaptive Pattern

Grounded in self-determination theory (SDT), prior research has demonstrated that physical education (PE) teachers may have different reasons to engage in teaching. Although some person-centered studies have identified varied motivational profiles in PE teachers, none of these studies have included the three forms of motivation (i.e., autonomous motivation, controlled motivation, and amotivation). This study aims to identify teachers’ motivational profiles, using the three forms of motivation. Moreover, differences between the obtained profiles in terms of job satisfaction and emotional exhaustion were examined. A sample of 107 primary school PE teachers participated. Four distinct motivational profiles were identified: “relatively amotivated,” “somewhat motivated,” “autonomous-controlled motivated,” and “relatively autonomously motivated.” Results showed that the predominantly autonomously motivated PE teachers reported the most adaptive pattern of outcomes. Although PE teachers from the “relatively autonomously motivated” group did not differ in terms of job satisfaction when compared to those in the “autonomous-controlled motivated” group, the former displayed lower values of emotional exhaustion. These findings support SDT in that more motivation is not necessarily better if this additional motivation comes from controlled reasons. These results could raise awareness among school stakeholders about the importance of increasing PE teachers’ autonomous motivation.

scholarly journals Implementing a Teacher-Focused Intervention in Physical Education to Increase Pupils’ Motivation towards Dance at School

2020 ◽  
Vol 12 (11) ◽  
pp. 4550 ◽  
Author(s):  
Diana Amado ◽  
Pablo Molero ◽  
Fernando Del Villar ◽  
Miguel Ángel Tapia-Serrano ◽  
Pedro Antonio Sánchez-Miguel
Keyword(s):  
Physical Education ◽  
Psychological Needs ◽  
Experienced Teachers ◽  
Self Determination ◽  
Physical Education Teachers ◽  
Control Group ◽  
Motivational Strategies ◽  
Motivational Style ◽  
Teachers Training ◽  
Experimental Group

A teacher-focused intervention that supports the needs for autonomy, competence and relatedness was designed and implemented, to help experienced teachers develop a motivational style during dance teaching sessions at school. Four schools in Mexico, with 12 physical education teachers and 921 pupils, participated in the research. A program was developed at the beginning with the teachers in the experimental group to support the psychological needs of autonomy, competence and relatedness. Both groups were assessed at the beginning and at the end of the program and the results showed that participants from the experimental group had an increase in their perception of autonomy, relatedness and self-determination levels towards dance teaching sessions at school compared with participants from the control group. In conclusion, teachers’ training is important to increase pupils’ motivation towards dance. Schools should focus on encouraging teachers’ “training in motivational strategies to create pupils’” adaptive behaviors.

Student (Dis)Engagement and Need-Supportive Teaching Behavior: A Multi-Informant and Multilevel Approach

2015 ◽  
Vol 37 (4) ◽  
pp. 353-366 ◽  
Author(s):  
Lynn Van den Berghe ◽  
Isabel B. Tallir ◽  
Greet Cardon ◽  
Nathalie Aelterman ◽  
Leen Haerens
Keyword(s):  
Student Engagement ◽  
Physical Education ◽  
Self Determination Theory ◽  
Self Determination ◽  
Future Research ◽  
Physical Education Teachers ◽  
Teaching Behavior ◽  
Need Support ◽  
Teachers And Students ◽  
Causality Orientations

Starting from self-determination theory, we explored whether student engagement/disengagement relates to teachers’ need support and whether this relationship is moderated by teachers’ causality orientations. A sample of 2004 students situated in 127 classes taught by 33 physical education teachers participated in the study. Both teachers and students reported on students’ (dis)engagement, allowing investigation of the proposed relationships both at the student and teacher level. Most of the variance in need support was at the student level, but there was also between-teacher and between-class variance in need support. Engagement related to more need support, but only at the student level. In total, few moderation effects were found. Teachers with a relatively low controlled orientation were more need supportive when perceiving their students as emotionally and behaviorally engaged. By making teachers aware of these dynamics, automatic responses to student engagement can be better thought out. Recommendations for future research are discussed.

Success as a Springboard for Novice Physical Education Teachers in Their Efforts to Develop a Professional Career

2015 ◽  
Vol 34 (2) ◽  
pp. 278-296 ◽  
Author(s):  
Sima Zach ◽  
Hanan Stein ◽  
Tamar Sivan ◽  
Israel Harari ◽  
Noa Nabel-Heller
Keyword(s):  
Physical Education ◽  
Teaching Experience ◽  
Self Determination Theory ◽  
Self Determination ◽  
Physical Education Teachers ◽  
School Life ◽  
Focus Group Discussions ◽  
Group Discussions ◽  
Professional Career ◽  
Perceived Success

This article explored how 45 novice physical education teachers perceived success, and how success affected their motivation to continue teaching. Self-determination theory (SDT) was used to interpret the teachers’ written reports, and focus group discussions were held concerning their success. Satisfaction with the competence, relatedness, and autonomy of the teachers’ needs were related to the teachers’ perception of success. Based on the findings, we contend that SDT can have strong implications for both school life and professional development facilitators. We suggest that strengthening certain aspects of success from the very beginning of the teaching experience may lead to a better adjustment to teaching.

scholarly journals Influence of Internal and External Controlling Teaching Behaviors on Students’ Motivational Outcomes in Physical Education: Is There a Gender Difference?

2021 ◽  
pp. 1-11
Author(s):  
Ángel Abós ◽  
Rafael Burgueño ◽  
Luis García-González ◽  
Javier Sevil-Serrano
Keyword(s):  
Physical Education ◽  
Structural Equation ◽  
Self Determination Theory ◽  
Self Determination ◽  
Equation Modeling ◽  
Physical Education Teachers ◽  
Teaching Behaviors ◽  
Mean Differences ◽  
Multigroup Structural Equation Modeling ◽  
Controlling Behaviors

Purpose: Grounded in self-determination theory, this study examined gender latent mean differences in students’ perceptions of externally and internally controlling teaching behaviors, basic psychological need frustration, controlled motivation, amotivation, and oppositional defiance in the physical education context. Moreover, it analyzed the differentiated role that internal and external controlling behaviors play on these self-determination theory-related variables among girls and boys. Method: A sample of 1,118 students (Mage = 14.11 ± 1.50; 50.9% girls) participated in this research. A multigroup structural equation modeling approach was used to respond to the research questions. Results: Analyses revealed that girls reported more maladaptive outcomes in most self-determination theory-related variables than boys. Although externally and internally controlling behaviors of physical education teachers were positively related to maladaptive outcomes, the behaviors correlate differently between boys and girls. Conclusion: Findings highlight the importance of reducing externally controlling behaviors in boys and internally controlling behaviors in both genders, but particularly in girls.

Attitudes of pre-service physical education teachers to healthism: Development and validation of the Attitude Towards Healthism Scale (ATHS)

2017 ◽  
Vol 25 (2) ◽  
pp. 424-437 ◽  
Author(s):  
Laura Alfrey ◽  
Justen O’Connor ◽  
Sivanes Phillipson ◽  
Dawn Penney ◽  
Ruth Jeanes ◽  
...  
Keyword(s):  
Factor Analysis ◽  
Physical Education ◽  
Exploratory Factor Analysis ◽  
Teacher Educators ◽  
Physical Education Teachers ◽  
Individual Choice ◽  
Rasch Modelling ◽  
Bachelor Of Education ◽  
Teachers Attitudes ◽  
Development And Validation

Healthism is both an ideological and a regulative discourse that manifests as a tendency to conceive health as a product of individual choice. Healthism represents a collection of taken-for-granted assumptions, positioned at the intersection of morality, blame and health, that can lead to a privileging of ‘healthy’ and ‘productive’ individuals. It is argued that healthism is a key issue for physical educators and a significant focus for research. The validation of a scale – the Attitude Towards Healthism Scale (ATHS) – that seeks to quantify pre-service physical education teachers’ attitudes towards healthism is described. Participants were 201 pre-service teachers undertaking a Bachelor of Education degree in Australia. The factor structure of the initial 17-item scale was determined using an exploratory factor analysis followed by Rasch modelling and, lastly, confirmatory factor analysis. Initial exploratory factor analysis supported a unidimensional measure of healthism. Further Rasch modelling suggested that a refined 15-item ATHS scale functioned more effectively as two sub-scales that combined to provide a valid and reliable method of measuring the ideology of healthism. It is suggested that the ATHS will enable teacher educators and PSTs to discuss healthism with reference to attitudinal data, and examine how views change over time.

scholarly journals Adaptation and Validation of the Psychological Need Thwarting Scale in Spanish Physical Education Teachers

2015 ◽  
Vol 18 ◽  
Author(s):  
Ricardo Cuevas ◽  
David Sánchez-Oliva ◽  
Kimberley J. Bartholomew ◽  
Nikos Ntoumanis ◽  
Tomás García-Calvo
Keyword(s):  
Physical Education ◽  
Self Determination Theory ◽  
Self Determination ◽  
Spanish Version ◽  
Physical Education Teachers ◽  
Teachers Perceptions ◽  
Psychological Need ◽  
Educational Domain ◽  
Need Thwarting ◽  
Reliable Instrument

AbstractDrawing from self-determination theory (SDT; Deci & Ryan, 1985; Ryan & Deci, 2002), the aim of the study was to adapt and validate a Spanish version of the Psychological Need Thwarting Scale (PNTS; Bartholomew, Ntoumanis, Ryan, & Thørgersen-Ntoumani, 2011) in the educational domain. Psychological need thwarting and burnout were assessed in 619 physical education teachers from several high schools in Spain. Overall, the adapted measure demonstrated good content, factorial (χ2/gl = 4.87, p < .01, CFI = .95, IFI = .96, TLI = .94, RMSEA = .08, SRMR = .05), and external validity, as well as internal consistency (α ≥ .81) and invariance across gender. Moreover, burnout was strongly predicted by teachers’ perceptions of competence (β = .53, p ≤ .01), autonomy (β = .34, p ≤ .01), and relatedness (β = .31, p ≤ .01) need thwarting. In conclusion, these results support the Spanish version of the PNTS as a valid and reliable instrument for assessing the understudied concept of psychological need thwarting in teachers.

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