The effects of autonomy support in physical education classes [Efectos del soporte de autonomía en clases de educación física].

Moreno‐Murcia, Juan Antonio; Sánchez-Latorre, Francisco

doi:10.5232/ricyde2016.04305

Cited by 29 publications

(28 citation statements)

References 38 publications

(34 reference statements)

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“…The inclusion of this type of activity, among others, increased students' perception of autonomy. Similarly, after their autonomy support intervention with primary physical education teachers, Moreno-Murcia and Sánchez-Latorre [21] revealed data showing an increase in students' perception of autonomy. In this regard, Yew and Wang [64] observed clear evidence that autonomy support is necessary to achieve efficiency in physical education classes.…”

Section: Discussionmentioning

confidence: 94%

“…Along these lines, Ntoumanis and Standage [20] point out that a teachers' autonomy support climate positively predicts students' basic psychological needs. Other studies [21,22] show that teachers' autonomy support leads to higher perceived autonomy in students. Support of autonomy refers to those aspects that allow students develop resources to improve aspects such as internal motivation or satisfaction of their personal goals [23].…”

Section: Introductionmentioning

confidence: 93%

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From Students’ Personal and Social Responsibility to Autonomy in Physical Education Classes

et al. 2019

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The objective of this study was to analyze the effect that the application of the personal and social responsibility model has on students’ perception of a teacher’s interpersonal style and on the perception of autonomy. A quasi-experimental design was used with a control group (n = 60) and an experimental group (n = 60) to which the intervention was applied. Participants were aged between 10 and 13 years. As the main results, the experimental group saw improvements in support for the autonomous interpersonal style, in the need for autonomy satisfaction and also in the perception of personal and social responsibility. Perception of the controlling style decreased. In conclusion, the use of this type of program in educational centers is recommended for its benefits with regard to students’ autonomy and personal and social responsibility.

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Section: Discussionmentioning

confidence: 94%

Section: Introductionmentioning

confidence: 93%

From Students’ Personal and Social Responsibility to Autonomy in Physical Education Classes

et al. 2019

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“…Esta taught with autonomy support. Furthermore, greater student perception of the autonomy support provided by the teacher correlated with greater classroom engagement (Cheon et al, 2012;Cheon & Reeve, 2015;De Meyer et al, 2016;Leptokaridou et al, 2014;Yew & Wang, 2016) and an intention to be active in leisure time (Chaztisarantis & Hagger, 2009: Cheon et al, 2012González-Cutre et al, 2014;Moreno-Murcia & Sánchez-Latorre, 2016;Yew & Wang, 2016). In addition, the study by Escriva- Boulley et al (2018) found that students who were taught a programme based on autonomy support improved their moderate to vigorous physical activity level.…”

Section: Discussionmentioning

confidence: 99%

“…In terms of autonomy support teacher training, differences were also found in 62.5% of the studies in which it was implemented (Aelterman et al, 2014;Chaztisarantis & Hagger, 2009;Cheon et al, 2012;Cheon et al, 2014;Cheon & Reeve, 2015;Moreno-Murcia & Sánchez-Latorre, 2016;Perlman, 2011Perlman, , 2015Yew & Wang, 2016). While in the studies by Aelterman et al (2014) and Cheon et al (2012) training lasted six and seven hours on the same day, respectively, in the other studies it was longer, to wit nine hours over three days (three hours per day) in Chaztisarantis and Hagger (2009), a 12-hour workshop in Moreno-Murcia and Sánchez-Latorre (2016), and several weeks in Perlman (2011Perlman ( , 2013 and Yew and Wang (2016).…”

Section: Length Of Training and Interventionsmentioning

confidence: 99%

“…In 37.5% of the studies, all the variables were considered and autonomy support was linked to motivation, BPN satisfaction and the students' physical activity (Cheon et al, 2012;De Meyer et al, 2016;Escriva-Boulley et al, 2018;González-Cutre et al, 2014;Moreno-Murcia & Sánchez-Latorre, 2016;Yew & Wang, 2016). These same variables were included in the studies by Cheon et al (2014), Cheon and Reeve (2015), Haerens et al (2015) and Leptokaridou et al (2014) with the exception of physical activity and the students' intentions in performing it.…”

Section: Measurementsmentioning

confidence: 99%

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Revisión sistemática del apoyo a la autonomía en educación física

Pérez-González¹,

Valenzuela²,

Moreno‐Murcia³

et al. 2019

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A physical education (PE) teacher's interpersonal style may influence students' affective, cognitive and behavioural patterns. Thus, on the basis of self-determination theory, the purpose of this study was to conduct a systematic review of autonomy support in physical education lessons. For this purpose, 17 scientific articles taken from the Web of Science, Scopus and Science Direct databases measuring the effects of the PE teacher's interpersonal style on students were reviewed. These studies show that a PE teacher's autonomy support generates higher levels of satisfaction of basic psychological needs in students, especially in perceived autonomy, as well as intrinsic motivation, positive emotions and thoughts about themselves, their intention to do physical activity in their free time and future behaviour in terms of doing sport.

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Physical activity interventions to increase children's social and emotional learning: A systematic review and meta‐analysis based on the comprehensive school physical activity programme framework

Moon,

Webster,

Mulvey

et al. 2024

Review of Education

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Mounting evidence from intervention research suggests that physical activity (PA) may contribute to children's social and emotional learning (SEL), which is an essential factor in healthy development and well‐being. However, there have been no systematic reviews or meta‐analyses of PA interventions and their effects on children's SEL. Such research is necessary to assess the growing knowledge base in this area and recommend future directions for research and practice. Based on the comprehensive school physical activity programme (CSPAP) framework, we conducted a systematic review and meta‐analysis of PA interventions to increase elementary school children's (5–12 years) SEL. Following the Preferred Reporting Items for Systematic Review and Meta‐Analysis (PRISMA) guidelines we searched six electronic databases for articles during 12–30 April 2021. A total of 32 studies were included in the review and 26 studies were included in the meta‐analysis. The meta‐analysis revealed a small to moderate effect of CSPAP‐aligned PA interventions on SEL (Hedges' g = 0.44). However, there was considerable heterogeneity across studies. PA interventions to increase children's SEL show promise but continued investigation is needed with large sample sizes and rigorous randomised designs. Using the CSPAP framework to guide interventions may facilitate an understanding of how to maximise PA opportunities to enhance children's SEL.Context and implicationsRationale for this studyNumerous intervention studies consistently underscore the positive impact of physical activity (PA) on children's social and emotional learning (SEL). However, a notable gap exists: there are no systematic reviews or meta‐analyses that directly examine the effects of PA interventions on children's SEL within the context of the comprehensive school physical activity programme (CSPAP) framework, which offers a methodology for classifying different PA intervention approaches.Why the new findings matterThe findings of this study further enrich the growing body of knowledge, showing that PA interventions have potential to enhance children's SEL. Such research is crucial to evaluate the expanding knowledge in this domain and to propose future directions for both research and practice.Implications for policy makers, university management, funders and studentsThis study suggests the adoption of larger sample sizes and stringent randomised designs in future studies. This will allow researchers to more conclusively address questions related to generalisability and causality. Furthermore, a purposeful incorporation of the CSPAP framework when crafting interventions will offer researchers and practitioners clearer insights into how best to deploy specific PA promotion strategies and understand the synergies between different intervention facets to elevate children's SEL.

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The effects of autonomy support in physical education classes [Efectos del soporte de autonomía en clases de educación física].

Cited by 29 publications

References 38 publications

From Students’ Personal and Social Responsibility to Autonomy in Physical Education Classes

From Students’ Personal and Social Responsibility to Autonomy in Physical Education Classes

Revisión sistemática del apoyo a la autonomía en educación física

Physical activity interventions to increase children's social and emotional learning: A systematic review and meta‐analysis based on the comprehensive school physical activity programme framework

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