Effects of an intervention with teachers in the physical education context: A Self-Determination Theory approach

Framed within Self-Determination Theory, the purpose of the present study was to test the effects of a training program with physical education (PE) teachers. Participants were 21 high school PE teachers (experimental group, n = 10; control group, n = 11), and their 836 students, aged 12 to 16 years...

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Bibliographic Details
Published in:PloS one 2017-12, Vol.12 (12), p.e0189986-e0189986
Main Authors: Sánchez-Oliva, David, Pulido-González, Juan J, Leo, Francisco M, González-Ponce, Inmaculada, García-Calvo, Tomás
Format: Article
Language:English
Subjects:
Active control
Autonomy
Behavior
Biology and Life Sciences
Dependent variables
Education
Educational psychology
Exercise
Intervention
Learning
Medicine and Health Sciences
Methods
Motivation
People and Places
Physical education
Physical education teachers
Physical fitness
Physical training
Research and Analysis Methods
Services
Social Sciences
Sport science
Students
Studies
Teachers
Teaching
Training
Trends
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Summary:Framed within Self-Determination Theory, the purpose of the present study was to test the effects of a training program with physical education (PE) teachers. Participants were 21 high school PE teachers (experimental group, n = 10; control group, n = 11), and their 836 students, aged 12 to 16 years. Teachers in the experimental group received a training program consisting of strategies to support autonomy, competence, and relatedness need satisfaction. A repeated measures ANCOVA was carried out for each dependent variable. After the intervention, students in the experimental group significantly increased their scores on autonomy support, relatedness support, autonomy satisfaction, autonomous motivation, controlled motivation, and intention to be physically active, as compared to the control group. These findings emphasize the utility of a training program with PE teachers to promote the students' psychological need satisfaction, and hence, self-determined motivation toward PE classes.
ISSN:1932-6203
1932-6203
DOI:10.1371/journal.pone.0189986