An intervention to improve teachers' interpersonally involving instructional practices in high school physical education: Implications for student relatedness support and in-class experiences
Journal article
Sparks, Cassandra, Lonsdale, Chris, Dimmock, James A. and Jackson, Ben. (2017). An intervention to improve teachers' interpersonally involving instructional practices in high school physical education: Implications for student relatedness support and in-class experiences. Journal of Sport and Exercise Psychology. 39(2), pp. 120 - 133. https://doi.org/10.1123/jsep.2016-0198
Authors | Sparks, Cassandra, Lonsdale, Chris, Dimmock, James A. and Jackson, Ben |
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Abstract | Research grounded in self-determination theory has demonstrated the important role of teachers in shaping students' physical education experiences. Utilizing a cluster-randomized controlled design, this study aimed to examine whether an interpersonally involving training program based on self-determination theory principles could enhance students' in-class experiences. With 18 teachers (males = 8, females = 10, Mage= 32.75, SD = 8.14) and a final sample of 382 students (males = 155, females = 227, Mage= 13.20, SD = 1.66), we implemented linear mixed modeling to investigate the effects on students' (a) perceived relatedness support and (b) enjoyment of physical education, tripartite efficacy beliefs (i.e., self-efficacy, other-efficacy, relation-inferred self-efficacy), self-determinedmotivation, and amotivation. Relative to those in the control condition, students in the treatment condition reported positive changes in teacher-provided relatedness support, enjoyment, otherefficacy, and peer-focused relation-inferred self-efficacy. These findings demonstrate support for strategies designed to aid physical education teachers' relatedness-supportive instructional behaviors. |
Keywords | enjoyment; interpersonally involving; need support; relational efficacy; self-determination theory; teacher training |
Year | 2017 |
Journal | Journal of Sport and Exercise Psychology |
Journal citation | 39 (2), pp. 120 - 133 |
Publisher | Human Kinetics Publishers Inc. |
ISSN | 0895-2779 |
Digital Object Identifier (DOI) | https://doi.org/10.1123/jsep.2016-0198 |
Scopus EID | 2-s2.0-85027147402 |
Page range | 120 - 133 |
Research Group | Institute for Positive Psychology and Education |
Publisher's version | File Access Level Controlled |
Place of publication | United States |
Editors | M. Kavussanu |
https://acuresearchbank.acu.edu.au/item/89406/an-intervention-to-improve-teachers-interpersonally-involving-instructional-practices-in-high-school-physical-education-implications-for-student-relatedness-support-and-in-class-experiences
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