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Publication
What kind of interpersonal need-supportive or need-thwarting teaching style is more associated with positive consequences in physical education?
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Advisor(s)
Abstract(s)
Purpose: Based on a multilevel approach (individual and class level), this study aimed to test which need-supportive/thwarting teaching styles were more closely associated with students’ motivation and other positive physical education (PE) out-of-school consequences. Method: Participants were 654 primary (n = 385) and secondary (n = 269) PE students (Mage = 11.96 ± 1.95; boys = 317 and girls = 337). Results: The three need-supportive teaching behaviors were related to autonomous motivation, PE importance and usefulness, and the intentions to practice physical activity at the individual level; the role of competence support at both individual and class levels is highlighted. Competence-thwarting style was also negatively related to autonomous motivation at both levels, and jointly to relatedness-thwarting behaviors positively to a motivation at the individual level. Conclusion: Our results provide insight into how the specific type of interpersonal styles adopted by teachers can be decisive to achieve positive PE outcomes in and out of school.
Description
Keywords
Basic psychological needs Motivation Physical activity Self-determination theory Teaching behaviors
Pedagogical Context
Citation
Leo, F., Behzadnia, B., López-Gajardo, M., Batista, M., & Pulido, J. (2022). What kind of interpersonal need-supportive or need-thwarting teaching style is more associated with positive consequences in physical education?. Journal of Teaching in Physical Education, 53(4),1-10.
Publisher
Human Kinetics