Effects of spectrum teaching styles on college students’ psychological needs satisfaction and self-determined motivation

Abstract

The purpose of this study was to explore the effect of two landmark spectrum styles, practice and inclusion, on students' basic psychological needs satisfaction and self-determined motivation. Twelve classes of college-aged students (n ¼ 149) participated in two badminton lessons taught under the conditions of the practice and inclusion styles. The basic psychological needs for physical education scale (BPN-PE) and situational intrinsic motivation scale (SIMS) were administered prior to the implementation of the two style-specific lessons and following each lesson. Students' perceptions of fun, learning, and motivation and experience with the two teaching styles were examined through a post-study questionnaire. One-way ANOVAs with repeated measures were used to determine whether the interventions (teaching styles) had an effect on student psychological needs satisfaction, motivational behavioural regulation, perceptions of fun, learning, and motivation, and experience with the teaching experiences. Findings revealed that the students' perceptions of autonomy and competence (BPN-PE) and identified regulation motivation (SIMS) in badminton increased as a result of the teaching styles intervention. No between style differences were found. Instruction delivered under the conditions of both the practice and inclusion styles

Versión española de la escala de necesidades psicológicas básicas en educación física / Spanish Version Of The Basic Psychological Needs In Physical Education Scale

“…A pesar de esta realidad y ante la falta de instrumentos más novedosos validados al contexto español, los investigadores han venido utilizando la anterior escala (BPNES), diseñada para contextos generales de ejercicio físico (Cuevas, García-López, y Contreras, 2015;García-González, Aibar, Sevil, Almoda, y Clemente, 2015;Gómez, Hernández, Martínez, y Gámez, 2014;Méndez-Giménez, Fernández-Río, y Cecchini-Estrada, 2013a, 2014bMéndez-Giménez, Fernández-Río, y Méndez-Alonso, 2015;Moreno, Cervelló, Montero, Vera, y García, 2012 Diferentes investigaciones han proporcionado suficiente evidencia del importante papel que tienen las necesidades psicológicas básicas sobre la motivación de las personas (Ntoumanis y Standage, 2009;Standage, Duda y Ntoumanis, 2005). Para conocer su conexión con otras muchas variables en el contexto de la educación física, la escala BPN-PE ya se está convirtiendo en una herramienta muy usada a nivel internacional (Cagas y Hassandra, 2014;Heckmann, 2013;Kirby, Byra, Readdy, y Wallhead, 2015;Méndez-Giménez, Cecchini-Estrada, y Fernández-Río, 2014;Perlman, 2015). La validación al español realizada en la presente investigación amplía aún más sus posibilidades de uso.…”

Characterizing student engagement with hands-on, problem-based, and lecture activities in an introductory college course

“…The instrument's sensitivity made it well suited to profile motivation for the closely related experiences we chose as treatments. The situational motivation scale is rooted in self-determination theory and has been widely used as a measure of academic motivation in college undergraduates (Kirby, Byra, Readdy, & Wallhead, 2015;Yu, Levesque-Bristol, & Maeda, 2018). Cronbach's alpha coefficient for the intrinsic motivation, identified regulation, external regulation, amotivation subscales were 0.99, 0.87, 0.85, and 0.88 respectively.…”

Influence of Qigong training on reduction of harmful computer habits and their danger for students with weak health

“…Important tasks are the following: studying of harmful computer spread among students [16]; creation of educational technologies, which would weaken computer habits and resistance to computer addictions [21]; creation of preconditions for formation of ideas about life quality [3,9]; motivation for physical activity [13,28]; monitoring and control over motor activity [12,32].…”