Influencing adolescents’ affective states in physical education via autonomy-supportive teaching styles: A systematic review of intervention studies

Increased perceived autonomy-supportive teaching in physical education classes changes students’ positive emotional perception compared to controlling teaching

“…In sum, it can be assumed that even a short high autonomy-supportive PE teaching lesson has a substantial influence on students' perceived autonomy support and affective valence, whereas low autonomy support shows effects especially on students' positive affect. With regard to adaptive psychological outcomes, students participating in high and low autonomy-supportive PE teaching classes reported a positive influence of affective valence compared to a controlling PE teaching style, whereas a high autonomy-supportive teaching style seems to have a larger effect, which is in line with recent assumptions (Perez-Gonzalez et al, 2019;Leisterer and Jekauc, 2020). Autonomy-supportive teaching styles have a beneficial impact on students' enjoyment but, in the present study, reveal no significant difference compared to a controlling teaching style.…”

“…In a nutshell, this study contributes to filling the gap of knowledge about the effects of different PE teaching styles on students’ affective-emotional outcomes ( Leisterer and Jekauc, 2020 ; Rodríguez Macías et al, 2021 ). Autonomy-supportive PE teaching shows strong effects on the development of affective valence and enjoyment.…”

“…Within the context of PE, this means that the more students perceive autonomy support the more internally regulated (i.e., having an internal locus of control) their motivation will be. It may be assumed that students, who have acquired an internal locus of control regarding their learning process, by exploiting autonomy-supportive opportunities in PE, benefit from adaptive outcomes, for example, positive affective perception and emotions ( Reeve et al, 2003 ; Leisterer and Jekauc, 2020 ). From a teacher’s perspective, autonomy support is a teacher-acquired behavior that focusses on supporting students’ ability to feel responsible for their own learning process, which represents the internal locus of control ( Deci and Ryan, 2000 ; Reeve, 2015 ).…”

“…Second, autonomy support in PE is related to students’ affective outcomes. A previous review study shows that autonomy-supportive PA influences students’ affective perception positively, whereas the question regarding the influence of different teaching styles and learning activities in PE on students’ affective perception remains open ( Leisterer and Jekauc, 2020 ). Third, different approaches of autonomy-supportive teaching are associated with positive emotions in students.…”

The digital sport and exercise program “Get Up—Stand Up—Move Up” during the Covid-19 pandemic: an interview study with participating primary school children

“…Wie aus unterschiedlichen Interventionsstudien, die in analogen Settings durchgeführt wurden, hervorgeht (vgl. zum Beispiel das Review von Leisterer und Jekauc ( 2020 )), trägt die Förderung des Erlebens von Autonomie dazu bei, die Motivation zur Aktivität selbst zu steigern. Zudem bestehen auch langfristige positive Wirkungen auf eine allgemein erhöhte Motivation, sportlich aktiv zu sein.…”