The Relation between Physical Education Teachers’ (De-)Motivating Style, Students’ Motivation, and Students’ Physical Activity: A Multilevel Approach

Doren, Nele Van; Cocker, Katrien De; Clerck, Tom De; Vangilbergen, Arwen; Vanderlinde, Ruben; Haerens, Leen

doi:10.3390/ijerph18147457

Cited by 19 publications

(20 citation statements)

References 74 publications

(151 reference statements)

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“…Limitations and reflections. Previous literature indicates that teachers motivating styles have implications for future students' PA both in and out of school (Ng et al, 2012;Teixeira et al, 2012;Van Doren et al, 2021). However, it is important to note that autonomous motivation toward activities in PE predicts autonomous motivation toward PA outside of school which associates with self-reported PA, but not objectively measured PA (Hagger and Chatzisarantis, 2016).…”

Section: Discussionmentioning

confidence: 95%

“…ompelling evidence suggests that teachers' interaction style influences students' motivation, well-being, and engagement in school (McQuillin and Lyons, 2016;Reich et al, 2015), and can also increase their physical activity (PA) (Ng et al, 2012;Teixeira et al, 2012;Van Doren et al, 2021). However, despite proven improvements in interaction styles after motivational interaction training, most trainees fail to achieve the desired skill levels or do not put the skills into practice (de Roten et al, 2013;Hall et al, 2016;Madson et al, 2009).…”

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confidence: 99%

“…The implementation of evidence-based motivational interaction is an emerging area in PA research. By adopting an optimally motivating style, teachers can foster students' autonomous motivation and help to tackle the widespread problem of physical inactivity with its many serious health consequences (Hagger and Chatzisarantis, 2016;Lee et al, 2012;Ng et al, 2012;Teixeira et al, 2012;Van Doren et al, 2021).…”

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confidence: 99%

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A qualitative study of pre-service teachers’ experienced benefits and concerns of using motivational interaction in practice after a training course

Renko

Koski-Jännes

Absetz

et al. 2022

Humanit Soc Sci Commun

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Despite its positive effects on physical activity promotion, the motivational style of interaction by health professionals is not easily taken up, as shown by meta-analyses of training courses. The concerns professionals experience for taking up novel skills remain an open question. Preservice physical education teachers were offered a 16-h training course on motivational interaction, an approach to teacher–student interaction based on the synthesis of self-determination theory and motivational interviewing. This study investigates what benefits and concerns pre-service PE teachers experience when trying to adopt this new style of interaction and use its specific techniques. Individual interviews (N = 19) of pre-service PE teachers were conducted after the training course. The narrative approach was first used to analyse participants’ experiences of using motivational interaction. Two types of storylines emerged, one enthusiastic and optimistic and the other one partly reluctant. Concerns and benefits of using specific techniques were then selected as suitable units of analysis and inductive content analysis was employed to further analyse the units. The analysis process included open coding, creating categories, and abstraction. Participants described positive professional transformation through learning motivational interaction. Expressed benefits included reducing conflicts and developing good relationships. Participants also voiced concerns that were grouped under four categories: (1) problems in delivering the techniques in group situations, (2) mismatch with professional role demands, (3) undesired effects on personal interaction, and (4) target behaviour (technique-) related concerns. These overarching categories covered a variety of concerns, e.g., losing control of situations, and the challenge of allocating time and feedback equally among students. To successfully uptake style and techniques of motivational interaction, pre-service teachers may have to re-evaluate their role and the power relations within the target group. Utilizing the Theoretical Framework of Acceptability, we discuss how interaction training can address experienced concerns in order to improve the delivery, effectiveness, and acceptability of such training programs.

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Section: Discussionmentioning

confidence: 95%

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confidence: 99%

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confidence: 99%

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A qualitative study of pre-service teachers’ experienced benefits and concerns of using motivational interaction in practice after a training course

Renko

Koski-Jännes

Absetz

et al. 2022

Humanit Soc Sci Commun

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“…In addition, beyond teaching style, previous studies have provided evidence to support the influence of teacher behavior on students' MVPA levels. More precisely, students who perceive their teachers as more controlling spend less time in MVPA (Van Doren et al, 2021). Moreover, the more supportive and structuring teachers are, the more students engage in MVPA (Escriva-Boulley et al, 2018).…”

Section: Mvpa Scores and The Jigsaw Methodsmentioning

confidence: 99%

The effects of the Jigsaw method on students’ physical activity in physical education: The role of student sex and habituation

Drouet

Margas

Cece

et al. 2023

European Physical Education Review

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Jigsaw is an attractive cooperative method for implementing physical education (PE). However, Jigsaw is a demanding method for students and teachers and requires time. Thus, the time required for the implementation of Jigsaw is important with respect to its potential effects on students. Previous findings regarding the effects of Jigsaw on students’ learning in the educational field have been inconsistent, and the consequences of the method on students’ engagement remain understudied. In PE, differences between boys and girls are well known, notably with respect to their engagement in physical activity (PA). The purpose of this study was to investigate the effect of Jigsaw on moderate to vigorous PA (MVPA) in PE classes in light of student sex and habituation (through one sequence and during several sequences). Overall, 254 secondary school students participated in the study. MVPA was measured during the third and sixth lessons of three different PE sequences during a school year. Linear mixed model analyses were performed while controlling for the type of activity taught in PE and the class. The results showed that the Jigsaw condition was associated with smaller sex differences than the control condition. Moreover, differences between the two conditions decreased with habituation through one sequence in favor of Jigsaw but not through three sequences. The results suggest that Jigsaw could be used to reduce inequalities between girls and boys in PE and that long sequences based on a specific activity seem to be preferable to successive sequences involving various activities.

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“…Researches reveal that the time students spend in MVPA does not meet the US Center for Disease Control and Prevention or United Kingdom Associations for PE recommendation of 50% in PE classes in elementary and secondary schools ( Hollis et al, 2015 , 2017 ). Some studies have shown that promotion of pupils’ physical exercise and motivation is substantially aided by PE teachers ( Moreno-Murcia et al, 2018 ; Emeljanovas et al, 2020 ; Van Doren et al, 2021 ).…”

Section: Introductionmentioning

confidence: 99%

The effect of perceived teachers’ interpersonal behavior on students’ learning in physical education: a systematic review

Tian,

Shen

2023

Front. Psychol.

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The primary purpose of this study was to conduct the first systematic review on teachers’ interpersonal behaviors and students’ learning within the physical education context. We searched the English literature in the EBSCOhost, Web of Science, SCOPUS and PubMed electronic databases and following screening, data extraction, quality assessment, 35 published articles were included in this review. The results showed that: perceived teachers’ supportive behaviors have effect on autonomous motivation of students, and perceived teachers’ controlling behaviors have effect on students’ controlling motivation and amotivation, the influencing mechanism may be that teachers’ interpersonal teaching behaviors make students’ basic psychological needs satisfaction or frustration; perceived teachers’ international behaviors have effect on PE learning emotion of students, and perceiving teachers’ supportive behaviors can trigger students’ positive learning emotion, on the contrary, perceiving teachers’ controlling behaviors can stimulate students’ negative learning emotion; teachers’ interpersonal behaviors have effect on students’ psychological well-being and physical activity levels in class with the evidence insufficient, and more evidence are needed. It is extremely necessary to expand such study direction and strengthen better quality study to explore the effect of teachers’ interpersonal behaviors on learning process and learning outcome in physical education class, and examine the indirect influence mechanism through that the relationship is connected. The present review provides preliminary evidence to enhance the quality of physical education teaching in class, promote students’ academic performance by intervening teachers’ interpersonal behaviors.

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The Relation between Physical Education Teachers’ (De-)Motivating Style, Students’ Motivation, and Students’ Physical Activity: A Multilevel Approach

Cited by 19 publications

References 74 publications

A qualitative study of pre-service teachers’ experienced benefits and concerns of using motivational interaction in practice after a training course

A qualitative study of pre-service teachers’ experienced benefits and concerns of using motivational interaction in practice after a training course

The effects of the Jigsaw method on students’ physical activity in physical education: The role of student sex and habituation

The effect of perceived teachers’ interpersonal behavior on students’ learning in physical education: a systematic review

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