Students’ perceptions of autonomy-supportive versus controlling teaching and basic need satisfaction versus frustration in relation to life skills development in PE

Abstract

Objectives: The aim of this study was to examine the relationships between perceived teacher autonomy support versus control and students' life skills development in PE, and whether students' basic need satisfaction and frustration mediated these relationships. Design: Cross-sectional study. Method: English and Irish students (N = 407, Mage = 13.71, SD = 1.23) completed measures assessing perceived autonomy-supportive and controlling teaching, basic need satisfaction and frustration (autonomy, competence, and relatedness), and life skills development in PE (teamwork, goal setting, social skills, problem solving and decision making, emotional skills, leadership, time management, and interpersonal communication). Results: On the bright side of Self-Determination Theory (SDT), correlations revealed that perceived teacher autonomy support was positively associated with students' basic need satisfaction and life skills development in PE. On the dark side of SDT, perceived controlling teaching was positively related to students' basic need frustration, but not significantly related to their life skills development. Mediational analyses revealed that autonomy and relatedness satisfaction mediated the relationships between perceived teacher autonomy support and students' development of all eight life skills. Competence satisfaction mediated the relationships between perceived teacher autonomy support and students' development of teamwork, goal setting, and leadership skills. Conclusions: Our findings indicate that satisfaction of the needs for autonomy, competence, and relatedness are important mechanisms that in part explain the relationships between perceived teacher autonomy support and life skills development in PE. Therefore, teachers may look to promote students' perceptions of an autonomy-supportive climate that satisfies their three basic needs and helps to develop their life skills.

Desenvolvimento de habilidades para vida em adolescentes praticantes de esportes individuais

“…Tais achados permitem inferir que o programa de esportes de modalidades individuais que os jovens estão inseridos favorecem o desenvolvimento de habilidades para vida. Achados semelhantes são observados em praticantes de esportes coletivos (Mossman & Cronin, 2019;Cronin & Allen, 2017) e praticantes de educação física escolar (Cronin et al, 2019). Nesse cenário, os achados do presente estudo corroboram os encontrados na literatura, demonstrando que a prática de esportes individuais tem papel fundamental para o desenvolvimento das habilidades para vida Cronin et al, 2019;Cronin et al, 2018).…”

“…Franco e Rodrigues (2018) apontam que o modelo é amplamente estudado e dominado por pesquisados britânicos, e que há um crescente aumento de estudos realizados em outros países, como Portugal e Brasil. Estudos recentes demonstram que a prática esportiva tem papel fundamental para o de desenvolvimento de diversas habilidades para vida (Cronin et al, 2019;Lorcan Donal Cronin & Allen, 2017;Mossman & Cronin, 2019), tais como: liderança, resolução de problemas, trabalho em equipe, habilidades sociais e emocionais, e comunicação (Cronin et al, 2019;Cronin & Allen, 2017).…”

“…Estudos recentes têm encontrado associação positiva entre a prática esportiva e o desenvolvimento de habilidades para vida em jovens de diferentes idades (Côté et al, 2014;Cronin et al, 2019;Cronin & Allen, 2017;Mossman & Cronin, 2019). Além disso, o esporte tem sido apontado uma variável preditiva para o desenvolvimento de diferentes atributos relacionados às habilidades para vida, como a resistência mental (Gucciardi, 2011), a propagação recreativa do esporte (MacDonald, Côté, Eys, & Deakin, 2012) e a liderança (Vella, Oades, & Crowe, 2013).…”

“…A atual literatura tem evidenciado as contribuições das mais variadas modalidades esportivas para o desenvolvimento das habilidades para vida (Rigoni, Belem, & Vieira, 2017;Cronin et al, 2019;Cronin & Allen, 2017;Mossman & Cronin, 2019), principalmente dos esportes coletivos (Cronin et al, 2019;Cronin & Allen, 2017;Mossman & Cronin, 2019).…”

Autonomy-Supportive Teaching and Basic Psychological Need Satisfaction among School Students: The Role of Mindfulness

“…A physical education (PE) class is a venue where a wide range of learning outcomes such as developing an active lifestyle, acquiring motor skills, and cultivating positive values are attained. Importantly, optimal teaching approaches such as autonomy-supportive behaviors (e.g., taking students’ perspectives, offering choices to students, and providing rationales to decision making) play a significant role in promoting learning outcomes [1,2]. However, instead of using autonomy-supportive behaviors, some teachers may choose to use controlling teaching behaviors (e.g., asking students to perform a task in a fixed way, punishing students for making mistakes, and failing to provide rationales for requested actions), which are found to result in undesirable learning outcomes [3].…”