Adaptation and Validation of the Multi-Dimensional Perceived Autonomy Support Scale for Physical Education to the Spanish Physical Exercise Context

Trigueros, Rubén; Aguilar-Parra, José Manuel; Sánchez-Iglesias, Ana Isabel; González-Bernal, Jerónimo J.; Mercader, Isabel

doi:10.3390/ijerph17113841

Cited by 3 publications

(4 citation statements)

References 26 publications

(43 reference statements)

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“…Former confirmatory factor analyses supported both a three-factor solution and a second-order model, which underlined the assumption of three conceptually distinct but highly related factors [ 33 ]. Further studies supported the reliability and factorial validity of the scale [ 42 , 43 , 44 , 45 ].…”

Section: Methodsmentioning

confidence: 80%

The German Multi-Dimensional Perceived Autonomy Support Scale for Physical Education: Adaption and Validation in a Sample of Lower Track Secondary School Students

Zimmermann

Tilga

Bachner

et al. 2020

IJERPH

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Teachers’ autonomy support (AS) in physical education (PE) has positive effects on students’ affective and behavioral outcomes in PE. Even though the existence of three different dimensions of AS, namely cognitive, organizational and procedural AS has been suggested in educational settings, there is a lack of multidimensional instruments for the assessment of autonomy-supportive teaching in PE. The aim of this study was to validate the German Multi-Dimensional Perceived Autonomy Support Scale for Physical Education (MD-PASS-PE). The sample comprised 1030 students of grades 6 through 10. Internal consistency was used to test the reliability of the assumed subscales. Factorial validity and measurement invariance across gender and age were examined by confirmatory factor analyses. Structural equation modeling was used to evaluate criterion validity. The subscales exhibited acceptable to good internal consistency. The assumed three-factor structure was confirmed within a bi-factor model including a general factor and three specific group factors. Results strongly supported measurement invariance across gender while tentatively suggesting measurement invariance across age. Criterion validity was supported as the MD-PASS-PE explained 15% and 14% of the variance in the constructs of self-efficacy and intrinsic value, respectively. The German MD-PASS-PE provides PE teachers with deeper insights into their autonomy-supportive teaching behavior, helping them to support their students’ autonomy in a holistic way.

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Section: Methodsmentioning

confidence: 80%

The German Multi-Dimensional Perceived Autonomy Support Scale for Physical Education: Adaption and Validation in a Sample of Lower Track Secondary School Students

Zimmermann

Tilga

Bachner

et al. 2020

IJERPH

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“…The PE teacher autonomy-support was assessed through the Spanish version of the Multi-Dimensional Perceived Autonomy Support Scale for PA (MD-PASS-PA; Trigueros et al, 2020 ). It consists of 15 items (five items per factor) that assessed organizational (e.g., “My PE teacher allows me to choose different exercise or sports options in my free time”), procedural (e.g., “My PE teacher gives me an overview of the different types of physical or sports exercise I can do in my free time”), and cognitive (e.g., “My PE teacher allows me to express my opinion about the physical exercise or sport I do in my free time”) autonomy support.…”

Section: Methodsmentioning

confidence: 99%

“…It consists of 15 items (five items per factor) that assessed organizational (e.g., “My PE teacher allows me to choose different exercise or sports options in my free time”), procedural (e.g., “My PE teacher gives me an overview of the different types of physical or sports exercise I can do in my free time”), and cognitive (e.g., “My PE teacher allows me to express my opinion about the physical exercise or sport I do in my free time”) autonomy support. The Spanish version of MD-PASS-PA has shown adequate psychometric properties among adolescents (CFI = 0.98; IFI = 0.92; TLI = 0.98; SRMR = 0.04; RMSEA = 0.05; Cronbach’s α = 0.82–0.86) ( Trigueros et al, 2020 ).…”

Section: Methodsmentioning

confidence: 99%

Effect of an activity wristband-based intermittent teaching unit in Physical Education on studentsʼ physical activity and its psychological mediators: a cluster-randomized controlled trial. School-fit study

Guijarro-Romero,

Mayorga-Vega,

Casado-Robles

et al. 2023

Front. Psychol.

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ObjectiveThe main objective of the present study was to examine the effects of an intermittent teaching unit based on the use of activity wristbands and behavior modification strategies on high school studentsʼ perceptions of autonomy support, satisfaction of basic psychological needs, motivation toward Physical Education and physical activity, intention to be physically active, and habitual physical activity levels.Materials and methodsAn initial sample of 353 high school students (final sample = 175; 45.7% females; mean age = 13.3 ± 1.2 years) from two public high schools were cluster-randomly assigned into the intermittent (IG, n = 100) and control (CG, n = 75) groups. The IG performed an intermittent teaching unit twice a week for eight weeks. Specifically, the last 15 min of each lesson were used. As the main strategy to promote the practice of regular physical activity, students wore an activity wristband the whole day during the intervention period. Additionally, other behavior modification strategies were also applied (e.g., educational counseling, physical activity goals or reminders). Regarding the CG, during the intervention period (i.e,, the eight weeks that took place the intermittent teaching unit) they also performed two Physical Education sessions, but without using activity wristbands or other behavior modification strategies. Before and after the intervention, as well as at the end of the follow-up period (six weeks), students’ physical activity practice mediators and physical activity levels were measured by validated questionnaires.ResultsThe Multilevel Linear Model results showed that the IG students statistically significantly improved cognitive and procedural autonomy support from pre- to post-intervention (p < 0.05). They also statistically significantly improved autonomy and relatedness basic psychological needs, and autonomous motivation toward physical activity scores from post-intervention to follow-up (p < 0.05). Moreover, the results showed that the IG students statistically significantly improved habitual physical activity scores from pre- to post-intervention, and from post-intervention to follow-up (p < 0.05).ConclusionThe intermittent teaching unit based on the use of activity wristbands and other behavior modification strategies was effective for improving studentsʼ autonomy support and habitual physical activity levels, but not the rest of physical activity practice mediators.Clinical trial registrationhttps://register.clinicaltrials.gov/, ID: NCT05949463.

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“…Multidimensional approach to autonomy-supportive behaviour allows to examine distinctive aspects of autonomy-supportive behaviour such as cognitive (e.g., being interested in what students want to do), procedural (e.g., explaining why we learn certain exercises), and organisational (e.g., accepting different solutions in learning of exercises). Recently, several studies have adopted the multidimensional approach in measuring students' perceptions of autonomy-supportive behaviour (e.g., Burgueño et al, 2020;Koka et al, 2021;Montero-Carretero and Cervelló, 2020;Tilga et al, 2017;2019b;Zimmermann et al, 2020;Trigueros et al, 2020). To our best knowledge, two intervention studies have been conducted so far that aimed to increase PE teachers' multidimensional autonomy-supportive behaviours by using either a face-to-face approach (Tilga et al, 2021a) or a web-based approach (Tilga et al, 2019a).…”

Section: Introductionmentioning

confidence: 99%

Web-Based and Face-To-Face Autonomy-Supportive Intervention for Physical Education Teachers and Students’ Experiences

Tilga¹,

Kalajas-Tilga²,

Hein³

et al. 2021

jsportscimed

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The most of the previous autonomy-supportive interventions conducted have been partially effective and used only web-based or face-to-face approach. In the current study, a combined web-based and face-to-face intervention for physical education (PE) teachers was tested to examine whether it would lead to significant changes in students’ self-reports of autonomy-supportive and controlling behaviours, psychological need satisfaction and frustration, and intrinsic motivation. Participants were 57 PE teachers (Mage = 45.70, SD = 12.79) and their 858 middle-school students (Mage = 13.22, SD = 0.75). A randomized controlled design was adopted in which PE teachers and their students were assigned to the combined face-to-face and web-based, face-to-face alone, web-based alone or control group. Face-to-face intervention was provided to PE teachers within one day in an 8-hour workshop and web-based intervention was provided to PE teachers for a period of four weeks. The combined face-to-face and web-based intervention group was the only study group that demonstrated statistically significant changes in all the study variables (i.e., significant increase in cognitive, organisational, and procedural autonomy-supportive behaviour, in psychological need satisfaction for autonomy, competence and relatedness, and in intrinsic motivation, whereas significant decrease in intimidation, controlling use of grades, and negative conditional regard, and in psychological need frustration for autonomy, competence, and relatedness) compared to the control group at a one-month follow-up. There were no significant differences in any of the study variable, except organisational autonomy support and intimidation, between the web-based intervention group and face-to-face intervention group. Both web-based and face-to-face study group students reported significant gains in most of the study variables compared to the control group students at a one-month follow-up. The current findings suggest that future autonomy-supportive interventions for PE teachers should aim to use combined interventions of face-to-face and web-based approach to gain the greatest intervention effects.

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Adaptation and Validation of the Multi-Dimensional Perceived Autonomy Support Scale for Physical Education to the Spanish Physical Exercise Context

Cited by 3 publications

References 26 publications

The German Multi-Dimensional Perceived Autonomy Support Scale for Physical Education: Adaption and Validation in a Sample of Lower Track Secondary School Students

The German Multi-Dimensional Perceived Autonomy Support Scale for Physical Education: Adaption and Validation in a Sample of Lower Track Secondary School Students

Effect of an activity wristband-based intermittent teaching unit in Physical Education on studentsʼ physical activity and its psychological mediators: a cluster-randomized controlled trial. School-fit study

Web-Based and Face-To-Face Autonomy-Supportive Intervention for Physical Education Teachers and Students’ Experiences

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