Perceived Autonomy-Support Instruction and Student Outcomes in Physical Education and Leisure-Time: A Meta-Analytic Review of Correlates. [Percepción de la formación de apoyo a la autonomía y resultados en estudiantes en educación física y tiempo libre: Una revisión meta-analítica de correlaciones].

Abstract

Physical inactivity is a global concern. Physical educators have direct access to children. Researchers have investigated the benefits of student perceived physical education (PE) autonomy-supportive instruction in PE and leisure-time (LT). Hence, a fixed-effect meta-analysis was conducted to gain an understanding of the direct effects of perceived PE autonomy-supportive instruction on a number of student outcomes. In total, 39 correlation based studies totaling 23,554 participants were analyzed with mean weighted correlation (r w ) as the analyzed effect size. Nearly all effect sizes were statistically significant (p < .01). Effect sizes in PE ranged in meaningfulness from large to small across the PE categories of basic needs, emotions, motivational processes and behaviors, physical activity self-esteem, physical activity motivation, and general self-esteem/concept. For LT, effect sizes were mostly medium to small across the basics needs, motivation processes, and physical activity categories. Thus, though student perceived PE teacher autonomy-support instruction was meaningfully related to basics needs, higher level motivational processes (i.e. intrinsic motivation), and positive emotions in PE and LT, the relationships were small in meaningfulness with regards to physical activity. Future research must elucidate how perceived PE teacher autonomy-support instruction may directly improve children's physical activity to combat the global inactivity epidemic.Key words: instruction; Self-Determination Theory (SDT); quantitative review; physical education teachers. AbstractCorrespondence/correspondencia: Marc Lochbaum Texas Tech University. United States Email: marc.lochbaum@ttu.edu La inactividad física es una preocupación a nivel mundial. Los educadores físicos tienen acceso directo a los niños. Los investigadores han estudiado los beneficios percibidos en educación física (EP) por los estudiantes respecto a la formación en educación física de apoyo a la autonomía tanto en la educación física como en el tiempo libre (TL). Por ende, se realizó un meta-análisis de efecto fijo con el fin comprender los efectos directos de la percepción de formación de apoyo a la autonomía en PE en los resultados de un grupo de estudiantes. En total, se analizaron 39 estudios de correlación con un total de 23.554 participantes analizados según la correlación de medias ponderada (r w ) y el tamaño del efecto analizado. Casi todos los tamaños del efecto fueron estadísticamente significativos (p < 0.01). Los tamaños del efecto en PE oscilaban, de mayor a menor, a través de las categorías de necesidades básicas de educación física, las emociones, los procesos y los comportamientos de motivación, la autoestima y la motivación en la actividad física y la autoestima en general, como concepto. En LT los tamaños del efecto eran, en su mayoría, de medianos a pequeños en la categoría de necesidades básicas, procesos de motivación y actividad física. Por lo tanto, aunque la instrucción de ayuda a la autonomía del profesor de educación física fu...

Psychometry of the Multidimensional Perceived Autonomy Support Scale in Physical Education With Spanish Secondary School Students

“…The results derived from structural equation modeling provided validity evidence based on relation to other variables for the MD-PASS-PE. These findings are consistent with the theoretical foundations proposed by SDT (Ryan & Deci, 2017Vansteenkiste & Ryan, 2013), as well as the results obtained in previous studies with PE secondary school students (Curran & Standage, 2017;Lochbaum & Jean-Noel, 2016;Sun et al, 2017;Tilga et al, 2019;Van den Berghe et al, 2014), in the sense that the three dimensions of autonomy support from PE teachers positively and significantly predicted BPN satisfaction in students. These students likely felt prone to satisfy their three BPN in PE class when they perceived the teacher to generate a learning environment that promoted behaviors oriented to argumentation and rationale of their viewpoints, as well as reception of informative feedbacks (cognitive autonomy support), along with behaviors aiming to provide opportunities to choose the way of displaying competence and the search of own solutions (procedural autonomy support), in addition to giving opportunities to choose the members of the group for the instructional activities, the way of assessment, deadline for an activity, as well as the establishment of agreed rules for classroom (organizational autonomy support).…”

“…Third, validity evidence based on relation to other variables will be gathered via a structural equation modeling. In accordance with previous research (Curran & Standage, 2017;Lochbaum & Jean-Noel, 2016;Sun et al, 2017;Van den Berghe et al, 2014), we hypothesized that the students' perception of cognitive, procedural, and organizational autonomy support from PE teachers would significantly and positively predict their BPN satisfaction.…”

Capacidad predictiva del apoyo a la autonomía en clases de educación física sobre el ejercicio físico

“…De esta forma, la existencia de un ambiente de expansión y disfrute en las clases de EF puede ser una variable importante para acercarnos a la meta de que los adolescentes sigan practicando deporte fuera del horario escolar. Por tanto, los docentes que fomenten un clima de apoyo a la autonomía (Lochbaum, y Jean-Noel, 2016), podrían llegar a alcanzar una motivación más autodeterminada en sus estudiantes (Méndez-Giménez et al, 2013).…”

Revisión sistemática del apoyo a la autonomía en educación física

“…These concerns underpin the objective of this paper, namely to conduct a systematic review of studies on autonomy support intervention in physical education similar to the meta-analyses performed by Ng et al (2012) in the context of health and by Lochbaum and Jean-Noel (2016) and Gustavsson et al (2016) in different educational contexts.…”