Supporting Psychological Needs Online: Learning and Teaching Experiences of Physical Activity Educators

Abstract

Purpose: Online delivery of physical education and physical activity (PA) instruction has demonstrated effectiveness in improving adolescents’ fitness. However, improving learners’ motivation in online PA settings remains largely unexplored. This study aims to examine PA instructors’ experiences in implementing, learning, and evaluating need-supportive instructional strategies for teaching online PA lessons. Method: Eleven undergraduate college students who participated in need-supportive instructor training and completed teaching roles took part in this study. Data were collected through semistructured interviews, participant observations, and reflection papers, which were thematically analyzed. Results: While instructors initially found online need-supportive instruction challenging, they discovered its value of supporting and motivating adolescents to stay active. To overcome online barriers, instructors displayed creativity in developing and implementing need-supportive strategies to teach PA online. Discussion: A need for tailored training and instruction guidelines for online need-supportive teaching was suggested to better educate instructors and motivate students to participate in PA.