Effects of an intervention with teachers in the physical education context: A Self-Determination Theory approach

Sánchez‐Oliva, David; González, Juan José Pulido; Leo, Francisco M.; González-Ponce, Inmaculada; Calvo, Tomás García

doi:10.1371/journal.pone.0189986

Cited by 40 publications

(67 citation statements)

References 47 publications

(79 reference statements)

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…The results suggested that social environments (autonomy support, competence support, and relatedness support) created by PE teachers can play important roles with respect to students' three basic psychological needs. As proposed by the SDT, teachers' interpersonal style for specific behavior strategies may support their students' three basic psychological needs in the PE context [43]. Research evidence suggested that the autonomy-supportive environment provided by the PE teacher is characterized by acknowledging the students' perspective so as to give a rationale, choice, and promote self-endorsed reasons for acting [44,45].…”

Section: Discussionmentioning

confidence: 99%

“…Likewise, competence support can be facilitated if PE teachers provide an overview and communicate expectations, give constructive feedback, and provide self-referenced standards and self-improvement [11]. In addition, establishing peer-learning groups, changing the strategy to form groups, structuring opportunities for positive peer interaction, and being close and friendly with students are other means that PE teachers can adopt to promote students' perceptions of relatedness [43,46]. Collectively, the findings of this study confirm those of previous PE-related research that showed these students' three basic psychological needs could be fostered when PE teachers employ these strategies effectively.…”

Section: Discussionmentioning

confidence: 99%

See 1 more Smart Citation

Understanding Adolescents’ Need Support, Need Satisfaction, and Health-Related Outcomes: A Self-Determination Health Behavior Perspective

Chen

Zhang

et al. 2019

IJERPH

View full text Add to dashboard Cite

School physical education (PE) as an important social context can promote adolescents' physical health and contributes to their mental health. Guided by the self-determination health behavior model, the study aimed to examine a structural mediation model to investigate the relationships among perceived need support from PE teachers, psychological need satisfaction, and adolescents' health-related outcomes. Participants were 300 adolescents (M age = 14.48; 50.3% girls) recruited from five middle schools in Shanghai, China. They completed previously validated questionnaires assessing their perceived need support from PE teachers, psychological need satisfaction, leisure time physical activity (LTPA), and health-related quality of life (HRQOL). The hypothesized model demonstrated a good fit (χ 2 /df = 3.4, p < 0.01; Root Mean Square Error of Approximation (RMSEA) = 0.09; Standardized Root Mean Square Residual (SRMR) = 0.06; Bentler-Bonett Nonnormed Fit Index (NFI)= 0.92; Comparative Fit Index (CFI) = 0.94; 90% Confidence Interval (CI) [0.07, 0.11]). The findings indicated that three basic psychological needs can be satisfied by perceived need support from PE teachers, and psychological need satisfaction was positively associated with health-related outcomes such as LTPA and HRQOL. In addition, psychological need satisfaction mediated the relationship between perceived need support from PE teachers and health-related outcomes such as LTPA and HRQOL in the present study. The findings supported the theoretical tenets of the self-determination health behavior model and its generalizability among Chinese adolescent students. increased with age during adolescence, and obesity in this population had tripled in the past three decades among Chinese adolescents [5,6].Given that adolescence is a critical period for establishing an independent healthy lifestyle, the prevalence of physical inactivity and related health problems should be addressed [7]. School physical education (PE) as an important social context not only promotes adolescents' physically active lifestyle but can also enhance other health outcomes, such as improving their health-related quality of life (HRQOL) [8][9][10]. To promote and maintain a physically active lifestyle among school-aged adolescents, it is essential to identify the relationships between social environmental factors, psychological factors, and health-related outcomes [11]. According to self-determination theory (SDT), health-related behaviors can be promoted by satisfying individuals' basic psychological needs by creating a need-supportive social environment [12].As a general theory of motivation, SDT has been highlighted as the relevant psychological energy to initiating and maintaining new health-related behaviors [12]. When three basic psychological needs are satisfied in a given domain, the individuals will move toward more autonomous self-regulation around the behaviors and self-determined motivation. SDT has also shown that need-supportive environments (such as the degree of autonomy su...

show abstract

Section: Discussionmentioning

confidence: 99%

Section: Discussionmentioning

confidence: 99%

Understanding Adolescents’ Need Support, Need Satisfaction, and Health-Related Outcomes: A Self-Determination Health Behavior Perspective

Chen

Zhang

et al. 2019

IJERPH

View full text Add to dashboard Cite

show abstract

“…Also, the presence of variables such as enjoyment and boredom is common in this type of studies 13/45 [42,50,65,74,76]. Similarly, the assessment of sedentary behavior and the intention to be physically active is quite frequent in these investigations 8/45 [43,50,[61][62][63]73]. To a lesser extent, other variables are present, such as: predisposition to contentedness [76]; quality of life [40,69]; well-being [77]; screen time [64,78]; diet and nutrition [52,59]; self-efficacy [39,71]; cooperation, affect, satisfaction, effort, psichologic condition, Perceived behavioral control, body image, and utility [40,42,44,49,57,61,67].…”

Section: Nature Of the Variablesmentioning

confidence: 98%

“…Thus, 43/45 studies of the present review assess motivation according to its type: autonomous, controlled, and amotivated, or through satisfaction, thwarting, or support of BPNs. Accordingly, this involved assessing support by teachers, parents, and peers in 16/45 studies [39,42,53,73]. Also, the presence of variables such as enjoyment and boredom is common in this type of studies 13/45 [42,50,65,74,76].…”

Section: Nature Of the Variablesmentioning

confidence: 99%

School-based Physical Activity Interventions in Children and Adolescents: A Systematic Review

Vaquero-Solís

Gallego

Tapia-Serrano

et al. 2020

IJERPH

View full text Add to dashboard Cite

Background: The aim of this systematic review was to examinemotivational interventions based on physical activity as precursor of psychosocial benefits inside of the scholar context. Method: studies were identified in seven databases (Web of Science, Sport Discuss, Scopus, Eric, Pubmed, Psycinfo and Google Scholar). The search process was from June 2011 to September 2019. A total of 41 articles met the inclusion criteria. Results: 23 studies showed psychological effects after intervention and also 10 studies showed psychosocial effect after the intervention. The rest of the studies, although they presented changes, did not become significant.Conclusions: this systematic review showed the importance of motivational processes for the performance of physical activity and sport as a precursor of psychosocial changesand highlights the importance of strategies and the temporal nature of studies to maintain significant changes over time.Likewise, the study shows the future trend of motivational interventions, highlighting the female gender as participants of special interest, and changing the methodology through web-based interventions and active breaks or mental breaks during traditional subject classes.

show abstract

“…Previous research has shown that by managing the learning environment in such a way that it meets the motivational demands of students, the PE teacher is able to positively influence the engagement in and attitude towards PA within PE [4][5][6][7][8]. However, satisfying the motivational needs of every student is a complex task given the substantial heterogeneity present in PE-classes.…”

Section: Introductionmentioning

confidence: 99%

Similar but different: Profiling secondary school students based on their perceived motivational climate and psychological need-based experiences in physical education

Weeldenburg¹,

Borghouts²,

Slingerland³

et al. 2020

PLoS ONE

View full text Add to dashboard Cite

The purpose of this study was to provide more insight into how the physical education (PE) context can be better tailored to the diverse motivational demands of secondary school students. Therefore, we examined how different constructs of student motivation in the context of PE combine into distinct motivational profiles, aiming to unveil motivational similarities and differences between students' PE experiences. Participants were 2,562 Dutch secondary school students, aged 12-18, from 24 different schools. Students responded to questionnaires assessing their perception of psychological need satisfaction and frustration, and perceived mastery and performance climate in PE. In order to interpret the emerging profiles additional variables were assessed (i.e. demographic, motivational and PE-related variables). Two-step cluster analysis identified three meaningful profiles labelled as negative perceivers, moderate perceivers and positive perceivers. These three profiles differed significantly with regard to perceived psychological need satisfaction and frustration and their perception of the motivational climate. This study demonstrates that students can be grouped in distinct profiles based on their perceptions of the motivational PE environment. Consequently, the insights obtained could assist PE teachers in designing instructional strategies that target students' differential motivational needs.

show abstract

Effects of an intervention with teachers in the physical education context: A Self-Determination Theory approach

Cited by 40 publications

References 47 publications

Understanding Adolescents’ Need Support, Need Satisfaction, and Health-Related Outcomes: A Self-Determination Health Behavior Perspective

Understanding Adolescents’ Need Support, Need Satisfaction, and Health-Related Outcomes: A Self-Determination Health Behavior Perspective

School-based Physical Activity Interventions in Children and Adolescents: A Systematic Review

Similar but different: Profiling secondary school students based on their perceived motivational climate and psychological need-based experiences in physical education

Contact Info

Product

Resources

About