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González-Peño A, Franco E, Martín-Hoz L, Coterón J. An Individualized Training Program for PE Teachers Based on Self-Determination Theory as a Way to Improve Students' Psychosocial Health: A Study Protocol. INTERNATIONAL JOURNAL OF ENVIRONMENTAL RESEARCH AND PUBLIC HEALTH 2023; 20:6604. [PMID: 37623187 PMCID: PMC10454065 DOI: 10.3390/ijerph20166604] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 05/30/2023] [Revised: 06/29/2023] [Accepted: 08/10/2023] [Indexed: 08/26/2023]
Abstract
The interactions that take place in physical education (PE) between teachers and students have received large attention from the scientific community. However, despite the existence of different studies aiming to promote motivation among students through school interventions, there seem to be no interventions based on motivational strategies in which interventions are personalized to better fit teachers' own characteristics on the basis of theoretical contents grounded in self-determination theory. This study aims to present a protocol intervention in the PE context based on SDT to improve teaching behaviours through an individualized and lifelong training program. This protocol is a convenience study in which PE teachers will design and implement motivational strategies to increase students' motivation in class. The training program will take place along the intervention to allow teachers to personalize their implementation of motivational strategies according to their specific context. Data collection will be conducted before, during and after the intervention using recorded sessions (observational methodology), interviews (qualitative approach), and questionnaires (quantitative approach). The measures will assess teachers' and students' perceived teaching styles. This intervention program is expected to change and improve the quality of teaching behaviours, which could foster students' psychosocial health.
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Affiliation(s)
- Alba González-Peño
- Faculty of Physical Activity and Sport Sciences—INEF, Universidad Politécnica de Madrid, C/Martín Fierro, 7, 28040 Madrid, Spain; (L.M.-H.); (J.C.)
| | - Evelia Franco
- Facultad de Ciencias Humanas y Sociales, Universidad Pontificia Comillas, C/Universidad Comillas, 3–5, 28108 Madrid, Spain;
| | - Laura Martín-Hoz
- Faculty of Physical Activity and Sport Sciences—INEF, Universidad Politécnica de Madrid, C/Martín Fierro, 7, 28040 Madrid, Spain; (L.M.-H.); (J.C.)
| | - Javier Coterón
- Faculty of Physical Activity and Sport Sciences—INEF, Universidad Politécnica de Madrid, C/Martín Fierro, 7, 28040 Madrid, Spain; (L.M.-H.); (J.C.)
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Simón-Chico L, González-Peño A, Hernández-Cuadrado E, Franco E. The Impact of a Challenge-Based Learning Experience in Physical Education on Students’ Motivation and Engagement. Eur J Investig Health Psychol Educ 2023; 13:684-700. [PMID: 37185905 PMCID: PMC10137837 DOI: 10.3390/ejihpe13040052] [Citation(s) in RCA: 1] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 01/08/2023] [Revised: 03/17/2023] [Accepted: 03/24/2023] [Indexed: 03/29/2023] Open
Abstract
The present study investigated how challenge-based learning (CBL) in physical education (PE) may affect students’ basic psychological needs (BPNs), motivational regulations, engagement, and learning in comparison with a traditional teaching (TT) methodology. A quasiexperimental study with experimental and control groups was carried out. In total, 50 participants (16 boys and 34 girls) between 13 and 15 years old (Mage = 13.35, SD = 0.62) were involved in the experience for 6 weeks (ncontrol = 24; nexperimental = 26). Validated questionnaires were administered both before and after the intervention in both groups. Furthermore, theoretical knowledge and badminton-specific motor skill tests were carried out in both groups after the intervention. An analysis showed that after the intervention, students in the CBL condition improved their autonomy (Mbefore = 3.15 vs. Mafter = 3.39; ES = 0.26 *), competence (Mbefore = 4.01 vs. Mafter = 4.18; ES = 0.33 *), and relatedness satisfaction (Mbefore = 3.86 vs. Mafter = 4.06; ES = 0.32 *). As for behavioural engagement measures, students in the CBL condition exhibited higher scores after than those from before (Mbefore = 4.12 vs. Mafter = 4.36; ES = 0.35 *). No significant changes were observed for motivational regulations or agentic engagement. On learning outcomes, students in the experimental group achieved higher scores in both theoretical knowledge (Mcontol = 6.48 vs. Mexperimental = 6.79) and badminton-specific motor skills (Mcontol = 6.85 vs. Mexperimental = 7.65) than the control group did. The present study findings highlight that CBL might be a valid and effective methodological approach for students in PE to achieve adaptive motivational, behavioural, and learning outcomes.
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Zhang BG, Qian XF. Perceived teacher's support and engagement among students with obesity in physical education: The mediating role of basic psychological needs and autonomous motivation. J Sports Sci 2022; 40:1901-1911. [PMID: 36062925 DOI: 10.1080/02640414.2022.2118935] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/14/2022]
Abstract
Grounded in self-determination theory, this cross-sectional study aims to explore the multiple mediating roles of perceived teachers' support for students with obesity and their engagement in physical education. The study included 322 Chinese high school students with obesity (mean age, 16.84 [±0.147] years; 219 [68%] male, 103 [32%] female). Mplus 8.3 software was used to test the multiple mediating effects. After controlling for grade and gender, teacher support was found to neither directly affect students' engagement nor directly stimulate their autonomous motivation; however, it could affect their engagement through the two pathways of 1) basic psychological needs and 2) the chain mediation of basic psychological needs and autonomous motivation. Results suggest that not all teacher support, but only teacher support meeting students' basic psychological needs, can promote engagement in PE by students with obesity. Future research should explore strategies according to the physical and mental characteristics of students with obesity, to enrich and innovate the theoretical system of teacher support in physical education. Furthermore, teacher support interventions to promote engagement among students with obesity should be developed.
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Affiliation(s)
- Bao Gen Zhang
- School of Physical Education and Health, Zhao Qing University, Zhao Qing, China.,School of Physical Education and Health, Shanghai Sport University, Shanghai, China
| | - Xiao Fang Qian
- Department of Physical Education, School of Humanities, Zhao Qing Medical College, Zhao Qing, China
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Zhou L, Gao Y, Hu J, Tu X, Zhang X. Effects of perceived teacher support on motivation and engagement amongst Chinese college students: Need satisfaction as the mediator. Front Psychol 2022; 13:949495. [PMID: 36092093 PMCID: PMC9455222 DOI: 10.3389/fpsyg.2022.949495] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/21/2022] [Accepted: 07/28/2022] [Indexed: 11/13/2022] Open
Abstract
College students' motivation and engagement are regarded as essential factors to promote their academic development and wellbeing. However, motivation and engagement among college students appear to decline after they enter the university. Guided by the framework of self-determination theory, this study attempted to explore a motivational model of how three dimensions of perceived teacher support (autonomy, structure, and involvement) related to student motivation and class engagement, using need satisfaction as a mediator. Drew on a survey of the perceptions of 705 Chinese university students, the results showed that besides structure, both autonomy support and involvement positively related to students' need satisfaction. Further, need satisfaction was positively associated with autonomous motivation, controlled motivation, and class engagement and negatively linked with amotivation. Yet, only autonomous motivation was positively predicted for class engagement. Need satisfaction and the chain from need satisfaction to autonomous motivation were found to be the significant mediators. The practical implications of educational practices are discussed.
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Affiliation(s)
- Lihua Zhou
- School of Education, Zhejiang International Studies University, Hangzhou, China
- Institute for Studies on Education Governance, Zhejiang International Studies University, Hangzhou, China
- Institute for China-South Africa Comparative Education Studies, Zhejiang International Studies University, Hangzhou, China
- *Correspondence: Lihua Zhou
| | - Yabing Gao
- School of Education, Zhejiang International Studies University, Hangzhou, China
- Institute for Studies on Education Governance, Zhejiang International Studies University, Hangzhou, China
- Institute for China-South Africa Comparative Education Studies, Zhejiang International Studies University, Hangzhou, China
| | - Jiangbo Hu
- Faculty of Arts, Macquarie School of Education, Macquarie University, Sydney, NSW, Australia
| | - Xiaoqing Tu
- School of Education, Zhejiang International Studies University, Hangzhou, China
- Institute for Studies on Education Governance, Zhejiang International Studies University, Hangzhou, China
- Institute for China-South Africa Comparative Education Studies, Zhejiang International Studies University, Hangzhou, China
| | - Xiaoxian Zhang
- Jing Hengyi School of Education, Hangzhou Normal University, Hangzhou, China
- Xiaoxian Zhang
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