Effects of Physical Education teachers’ leadership styles and classroom climate on learning motivation for basketball course

Abstract

This study intends to discuss the effects of university PE teachers' leadership styles and classroom climate on learning motivation for basketball course. University students in Guangdong Province, as the research objects, are surveyed with PE teacher leadership style scale, learning motivation for physical education scale, and classroom climate in physical education scale. Total 589 valid copies of questionnaire are analyzed with Multiple Stepwise Regression Analysis. The research results show that teacher support, affinity, charismatic leadership, and intellectual stimulation could positively predict intrinsic motivation, teacher support, laissez-faire leadership, and individualized leadership could positively predict identified regulation, charismatic leadership, individualized leadership, and involvement could positively predict introjected regulation, and laissez-faire leadership and passive management by exception could positively predict motivation. Accordingly, PE teachers' leadership styles of individualized leadership, charismatic leadership, and intellectual stimulation as well as classroom climate of teacher support, affinity, and involvement could positively affect students' autonomous motivation, while laissez-faire leadership and passive management by exception could positively affect students' non-autonomous motivation.

Transformational Teaching in Physical Education and Students’ Leisure-Time Physical Activity: The Mediating Role of Learning Climate, Passion and Self-Determined Motivation

“…During engagement in PE activity, students who perceive that their PE teacher inspires them to take action to create a shared vision that is aligned with the goals and needs of the group, and students who feel that the PE teacher understands their strengths and needs and encourages them to use multiple perspectives to deal with new and old issues were also more likely to perceive a task-involving climate created by the PE teacher. These results offer support for the framework proposed by Duda and Balaguer [43] integrating leadership behaviours and motivational climate, and they extend previous findings in the sport (e.g., [44,84]) and school contexts (e.g., [45,85]) by confirming that individual perceptions of a transformational leadership style were associated with a positive and adaptive motivational climate.…”

“…This study confirms that PE teachers should apply transformational leadership in the teaching process to promote PA participation in their students' leisure time and the intention to continue to be physically active. Furthermore, and as proposed in the literature reviewed [e.g., [45,85], being a transformational teacher is related to good motivational learning climates (task-involving climate), extending our knowledge about the importance of adopting a task-involving climate as a positive and appropriate motivational climate to further promote harmonious passion, which is related to self-determined motivation. Additionally, enhancing students' self-determined motivation could increase PA participation and even the intention to remain physically active in the future.…”

The Influence of Transformational Teacher Leadership on Academic Motivation and Resilience, Burnout and Academic Performance

“…In this regard, a study by Bolkan, Goodboy, and Griffin [ 56 ], with secondary school students showed that those teachers who were perceived as transformational leaders by their students had high levels of intrinsic motivation and were more involved in various classroom activities. Similarly, a physical education study of secondary school students showed that those students who were most interested and motivated in learning were those who perceived teachers as leaders [ 57 ]. In contrast, there is currently no evidence of studies in education that have linked teacher leadership to academic resilience in students.…”

Effect of Learning Environment and Tobacco Consumption on the Formation of Students’ Motivation in Basketball Classes

“…Within this context, the sport education of future basketball players plays the most important role. All around the world, it has a scheme that is similar in general aspects and diff ers in details due to the diff erences of the educational systems (Chen, & Xiao, 2017;Wang, & Hu, 2017;Zhang, & Zhang, 2017;Jiang, & Jia, 2018;Erofeeva, et al, 2019) The future basketball players come to the academies of prestigious clubs only by virtue of educational grants or being selected after ordinary sport schools and colleges (Butler & Dzikus, 2015). In other words, all the future players have common sport base -basketball classes in educational schools and/or colleges as a general or elective subject (Abdelkrim et al, 2007).…”