The effect of an intervention to improve newly qualified teachers’ interpersonal style, students motivation and psychological need satisfaction in sport-based physical education

Abstract

Recent developments in self-determination theory research in the educational setting (e.g., Reeve, Deci, & Ryan, 2004), suggest that teachers' interpersonal style should be considered as consisting of three dimensions: autonomy-support, structure and interpersonal involvement. Based on this theoretical proposition, the purpose of the present study was to test the effects of a training program for three physical education newly qualified teachers on the aforementioned teachers' overt behaviors and students' psychological needs satisfaction, self-determined motivation and engagement in sport-based physical education. After a baseline period of four lessons, the teachers attended an informational session on adaptive student motivation and how to support it. The training program also included individualized guidance during the last four lessons of the cycle. Results revealed that from pre-to postintervention: (1) teachers managed to improve their teaching style in terms of all three dimensions, and (2) students were receptive to these changes, as shown by increases in their reported need satisfaction, self-determined motivation and engagement in the class.

Perceived structure and achievement goals as predictors of students' self-regulated learning and affect and the mediating role of competence need satisfaction

“…We anticipated, aligned with previous research (e.g., Tessier et al, 2010), that students belonging to well-structured classrooms would report higher levels of effective learning strategies and positive affectivity than students belonging to poorly-structured classrooms.…”

“…As students in chaotic environments feel less capable and sure of how to proceed, they are less likely to become (or remain) task-engaged and to exhibit positive emotionality (Reeve, 2006;Skinner et al, 1998). As the few correlational (e.g., Sierens et al, 2009), observational (e.g., Jang et al, 2010Seidel et al, 2005), and interventional (e.g., Tessier, Sarrazin, & Ntoumanis, 2010) studies have evidenced, structure is linked with many desired outcomes, including active class engagement, self-determined motivation, and use of high quality cognitive processes.…”

Adaptación a la Expresión Corporal del Cuestionario de Apoyo a las Necesidades Psicológicas Básicas

“…Al respecto, se ha demostrado en el ámbito de la psicología educativa la importancia que tiene el rol del profesor de Educación Física sobre los procesos motivacionales desarrollados durante las sesiones, a través de la utilización de diversas estrategias para optimizar el aprendizaje (Barkoukis, Ntoumanis y Thøgersen-Ntoumani, 2010;Ntoumanis y Standage, 2009;Tessier, Sarrazin y Ntoumanis, 2010). Por ello, y dado que los docentes tradicionalmente no suelen incidir sobre los contenidos relacionados con la Expresión Corporal por las dificultades metodológicas que conlleva su aplicación (Cuéllar y Rodríguez, 2009), se hace necesario estudiar en profundidad estos procesos y valorar las estrategias motivacionales que emplean los docentes en estas clases para saber en qué medida las aplican correctamente.…”

Autonomy support in Physical Education: Evidence to improve the teaching process

“…Dentro del ámbito de la EF, el profesor es responsable a través de su intervención docente de contribuir a la satisfacción de las NPB, por lo que el nivel de autonomía, percepción de competencia y relación con los demás experimentado por el alumnado está directamente ligado a los aspectos didácticos de las sesiones de EF (Amado, Del Villar, Leo, Sánchez-Oliver, Sánchez-Miguel & García-Calvo, 2014;Tessier, Sarrazin & Ntoumanis, 2010). En este sentido, los estilos docentes pueden abarcar distintos elementos relacionados con la autonomía, planteándose un continuo que iría desde un docente controlador, en un extremo, hasta un máxi-mo soporte de autonomía, en el otro (Moreno-Murcia, Conde & Sáenz-López, 2012;Reeve et al, 2014).…”