Sparks, C., Lonsdale, C., Dimmock, J. A & Jackson, B. (2017). An intervention to improve teachers' interpersonally involving instructional practices in high school physical education: Implications for student relatedness support and in-class experiences. Journal of Sport and Exercise Psychology,39(2), M. Kavussanu. 120-133. United States: Human Kinetics Publishers Inc.. Retrieved from https://doi.org/10.1123/jsep.2016-0198
Research grounded in self-determination theory has demonstrated the important role of teachers in shaping students' physical education experiences. Utilizing a cluster-randomized controlled design, this study aimed to examine whether an interpersonally involving training program based on self-determination theory principles could enhance students' in-class experiences. With 18 teachers (males = 8, females = 10, Mage= 32.75, SD = 8.14) and a final sample of 382 students (males = 155, females = 227, Mage= 13.20, SD = 1.66), we implemented linear mixed modeling to investigate the effects on students' (a) perceived relatedness support and (b) enjoyment of physical education, tripartite efficacy beliefs (i.e., self-efficacy, other-efficacy, relation-inferred self-efficacy), self-determinedmotivation, and amotivation. Relative to those in the control condition, students in the treatment condition reported positive changes in teacher-provided relatedness support, enjoyment, otherefficacy, and peer-focused relation-inferred self-efficacy. These findings demonstrate support for strategies designed to aid physical education teachers' relatedness-supportive instructional behaviors.
Institute for Positive Psychology and Education
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