scholarly journals Effects of a Web-Based Autonomy-Supportive Intervention on Physical Education Teacher Outcomes

2021 ◽  
Vol 11 (7) ◽  
pp. 316
Author(s):  
Henri Tilga ◽  
Hanna Kalajas-Tilga ◽  
Vello Hein ◽  
Lennart Raudsepp ◽  
Andre Koka
Keyword(s):  
Intrinsic Motivation ◽  
Teaching Efficacy ◽  
Need Satisfaction ◽  
Control Group ◽  
Direct Effects ◽  
Web Based ◽  
Psychological Need ◽  
Experimental Group ◽  
Supportive Intervention ◽  
Psychological Need Satisfaction

The current study tested the efficacy of a web-based autonomy-supportive intervention program on changes in physical education (PE) teachers’ self-reports of autonomy support, psychological need satisfaction, intrinsic motivation, and teaching efficacy for students’ engagement. In this study, 101 secondary school PE teachers and their 652 students were randomized either to a web-based autonomy-supportive experimental group or to the control group. Manipulation checks indicated that the intervention was effective as students perceived the experimental group PE teachers as more autonomy-supportive and less controlling compared to the control group at the one-month follow-up. In the main analysis, results of the path analysis demonstrated direct effects of the intervention on changes in teachers’ self-reported autonomy-supportive behaviour, and on teaching efficacy for students’ engagement. There were also significant direct effects from changes in autonomy-supportive behaviour on changes in psychological need satisfactions, from psychological need satisfaction on intrinsic motivation, and from intrinsic motivation on teaching efficacy for students’ engagement. Finally, the intervention had an indirect effect on changes in teaching efficacy for students’ engagement via changes in teachers’ autonomy-supportive behaviour, psychological need satisfaction, and intrinsic motivation. These findings provided insight on the effects of a web-based autonomy-supportive intervention for PE teachers on several teachers’ outcomes in the context of PE.

Experimentally Based, Longitudinally Designed, Teacher-Focused Intervention to Help Physical Education Teachers Be More Autonomy Supportive Toward Their Students

2012 ◽  
Vol 34 (3) ◽  
pp. 365-396 ◽  
Author(s):  
Sung Hyeon Cheon ◽  
Johnmarshall Reeve ◽  
Ik Soo Moon
Keyword(s):  
Physical Education ◽  
Repeated Measures ◽  
Structural Equation ◽  
Autonomous Motivation ◽  
Equation Model ◽  
Need Satisfaction ◽  
Control Group ◽  
Psychological Need ◽  
Experimental Group ◽  
Psychological Need Satisfaction

Using the field’s state-of-the-art knowledge, we designed, implemented, and assessed the effectiveness of an intervention to help physical education (PE) teachers be more autonomy supportive during instruction. Nineteen secondary-school PE teachers in Seoul were randomly assigned into either an experimental or a delayed-treatment control group, and their 1,158 students self-reported their course-related psychological need satisfaction, autonomous motivation, amotivation, classroom engagement, skill development, future intentions, and academic achievement at the beginning, middle, and end of the semester. Observers’ ratings and students’ self-reports confirmed that the intervention was successful. Repeated-measures ANCOVAs showed that the students of teachers in the experimental group showed midsemester and end-of-semester improvements in all dependent measures. A multilevel structural equation model mediation analysis showed why the teacher-training program produced improvements in all six student outcomes—namely, teachers in the experimental group vitalized their students’ psychological need satisfaction during PE class in ways that teachers in the control group were unable to do, and it was this enhanced need satisfaction that explained the observed improvements in all six outcomes.

scholarly journals Existential therapy for children: impact of a philosophy for children intervention on positive and negative indicators of mental health in elementary school children

2020 ◽  
Author(s):  
Catherine Malboeuf-Hurtubise ◽  
Carina Di Tomaso ◽  
David Lefrançois ◽  
Geneviève A. Mageau ◽  
Geneviève Taylor ◽  
...  
Keyword(s):  
Mental Health ◽  
Elementary School ◽  
School Children ◽  
Elementary School Children ◽  
Need Satisfaction ◽  
Control Group ◽  
Psychological Need ◽  
Basic Psychological Need Satisfaction ◽  
Experimental Group ◽  
Psychological Need Satisfaction

Abstract BackgroundPhilosophy for children (P4C) was initially developed in the 1970’s, and served as an educational program to promote critical thinking, caring and creative reasoning and inquiry in the educational environment. Quasi-experimental research on P4C, a school-based approach that aims to develop children’s capacity to think by and for themselves, has suggested it could be an interesting intervention to foster greater basic psychological need satisfaction in children in school settings.ObjectiveThe goal of the present study was to evaluate the impact of P4C on basic psychological need satisfaction and mental health in elementary school students. To do so, a randomized cluster trial with a wait-list control group was implemented. MethodStudents from grades one to three (N = 57) took part in this study and completed pre- and post-intervention questionnaires.ResultsANCOVAs revealed a significant effect of group condition on levels of autonomy and anxiety, after controlling for baseline levels. Participants in the experimental group showed higher scores in autonomy, when compared to participants in the control group, whereas for anxiety, participants in the experimental group showed lower scores in anxiety, when compared to participants in the control group.ConclusionOverall, results from this study show that P4C may be a promising intervention to foster greater autonomy in elementary school children, while also improving mental health.

scholarly journals Motivation for Physical Activity in Adults with Multiple Sclerosis: A Self-determination Theory–Based Approach

2021 ◽  
Author(s):  
Narissa McCarty ◽  
Samantha Sayer ◽  
Susan L. Kasser
Keyword(s):  
Physical Activity ◽  
Multiple Sclerosis ◽  
Health Behavior Change ◽  
Need Satisfaction ◽  
Behavioral Regulation ◽  
Mobility Impairment ◽  
Web Based ◽  
Psychological Need ◽  
Integrated Regulation ◽  
Psychological Need Satisfaction

Abstract Background: Despite the benefits of regular physical activity (PA), most adults with multiple sclerosis (MS) are insufficiently active. Identifying the motivational correlates of PA is necessary to facilitate health behavior change. The extent to which the constructs of psychological need satisfaction and motivational regulations associate with self-determined PA in adults with the disease was examined. Methods: Individuals with MS were provided a link to a web-based survey. There were 290 respondents: 242 women and 48 men aged 22 to 71 (mean ± SD, 49.50 ± 12.05) years with primarily mild-to-moderate mobility impairment who completed the Psychological Need Satisfaction in Exercise scale, the Behavioral Regulation in Exercise Questionnaire, and the International Physical Activity Questionnaire. Results: Path analysis revealed that PA was best predicted by integrated regulation, competence, and mobility, explaining 28% of the variance in PA behavior. All three need satisfaction variables (relatedness, competence, and autonomy) and mobility impairment accounted for 43% of the variance in integrated regulation. Conclusions: Increasing satisfaction of the need for relatedness, competence, and autonomy can lead to more integrated and internally motivated PA engagement in adults with MS.

scholarly journals Clarifying the influence of sport education on basic psychological need satisfaction in high school students

Motricidade ◽  
2018 ◽  
Vol 14 (2-3) ◽  
pp. 48-58 ◽  
Author(s):  
Rafael Burgueño ◽  
Belén Cueto-Martín ◽  
Esther Morales-Ortiz ◽  
Payla Cristina Silva ◽  
Jesus Medina-Casaubón
Keyword(s):  
High School Students ◽  
Physical Education ◽  
Group Analysis ◽  
Need Satisfaction ◽  
Control Group ◽  
Sport Education ◽  
School Students ◽  
Psychological Need ◽  
Basic Psychological Need Satisfaction ◽  
Psychological Need Satisfaction

Based on Self-Determination Theory, this research aimed to examine la influence of Sport Education on basic psychological need satisfaction in the sport teaching-learning process that takes place in Physical Education. The participants were 44 high school students (22 men and 22 women; Mage = 16.32, SDage = 0.57) and 2 Physical Education pre-service teachers. The design was a quasi-experimental study with, a priori, non-equivalent control group using pre- and post- intervention measures and intra- and inter- analyses. The intervention consisted of 12 basketball sessions both for the experimental group (n = 22), which developed Sport Education, and for the control group (n = 22), which developed the traditional teaching. The results showed that Sport Education significantly improved the levels of autonomy, competence and relatedness need satisfaction in the inter-group analysis and in the intra-group analysis. In its conclusion, the suitability of Sport Education to contribute developing students’ basic psychological need satisfaction in the sport teaching-learning process in Physical Education was indicated.

scholarly journals One-year Follow-up Data on the Face-to-face Autonomy-Supportive Intervention Program for Physical Education Teachers

2021 ◽  
Author(s):  
Henri Tilga ◽  
Hanna Kalajas-Tilga ◽  
Vello Hein ◽  
Lennart Raudsepp ◽  
Andre Koka
Keyword(s):  
Physical Education ◽  
Intervention Program ◽  
Psychological Needs ◽  
Need Satisfaction ◽  
Basic Psychological Needs ◽  
Control Group ◽  
One Year ◽  
Experimental Group ◽  
Supportive Intervention

In a recent manuscript published in International Journal of Sport Psychology, entitled “Effects of a brief one-day autonomy-supportive intervention on improving basic psychological needs, motivation, and behaviours of physical activity among middle-school students: A multidimensional approach”, we reported that a one-day eight-hour Autonomy-Supportive Intervention Program for Physical Education (ASIP-PE) was effective (Tilga et al., in press) in changing students’ perceptions of their physical education (PE) teachers’ cognitive and procedural autonomy support at a one-month follow-up, compared to control group students. After the intervention, a significant increase was also found in the experimental group students’ need satisfaction for autonomy and competence. Also, a significant decrease was found in experimental group students’ perceptions of their PE teachers’ intimidation and negative conditional regard, and in students’ need frustration for autonomy. This letter is to briefly convey additional data regarding the long-term benefits of ASIP-PE now that we have been able to conduct one-year follow-up analyses.

Effects of a Web-Based Intervention for PE Teachers on Students' Perceptions of Teacher Behaviors, Psychological Needs, and Intrinsic Motivation

2019 ◽  
Vol 126 (3) ◽  
pp. 559-580 ◽  
Author(s):  
Henri Tilga ◽  
Vello Hein ◽  
Andre Koka
Keyword(s):  
Intrinsic Motivation ◽  
Intervention Program ◽  
Psychological Needs ◽  
Need Satisfaction ◽  
Teacher Behaviors ◽  
Web Based ◽  
Psychological Need ◽  
Supportive Behavior ◽  
Controlling Behavior ◽  
Controlling Behaviors

Interventions based on self-determination theory to help teachers support their students' autonomy have measured teachers' autonomy-supportive and controlling behaviors as unidimensional constructs. This study investigated whether a Web-Based Autonomy-Supportive Intervention Program (WB-ASIP) for physical education (PE) teachers would alter their students' perceptions of (a) the teachers' multidimensional autonomy-supportive and controlling behaviors, (b) their own psychological need satisfaction and frustration, and (c) perceived intrinsic motivation. We found that WB-ASIP significantly increased students' perceptions of all autonomy-supportive teacher behaviors and students' need satisfaction. At follow-up, we found that WB-ASIP led to a significant decrease in students' perception of teacher intimidation behaviors and students' autonomy frustration. These results suggest that a web-based intervention program to enhance PE teachers' autonomy-supportive behavior and minimize their controlling behavior was partially effective in positively changing their students' perceptions.

scholarly journals Web-Based and Face-To-Face Autonomy-Supportive Intervention for Physical Education Teachers and Students’ Experiences

2021 ◽  
pp. 672-683
Author(s):  
Henri Tilga ◽  
Hanna Kalajas-Tilga ◽  
Vello Hein ◽  
Andre Koka
Keyword(s):  
Physical Education ◽  
Intervention Group ◽  
Need Satisfaction ◽  
Control Group ◽  
Study Group ◽  
Web Based ◽  
Face To Face ◽  
Psychological Need ◽  
Supportive Interventions

The most of the previous autonomy-supportive interventions conducted have been partially effective and used only web-based or face-to-face approach. In the current study, a combined web-based and face-to-face intervention for physical education (PE) teachers was tested to examine whether it would lead to significant changes in students’ self-reports of autonomy-supportive and controlling behaviours, psychological need satisfaction and frustration, and intrinsic motivation. Participants were 57 PE teachers (Mage = 45.70, SD = 12.79) and their 858 middle-school students (Mage = 13.22, SD = 0.75). A randomized controlled design was adopted in which PE teachers and their students were assigned to the combined face-to-face and web-based, face-to-face alone, web-based alone or control group. Face-to-face intervention was provided to PE teachers within one day in an 8-hour workshop and web-based intervention was provided to PE teachers for a period of four weeks. The combined face-to-face and web-based intervention group was the only study group that demonstrated statistically significant changes in all the study variables (i.e., significant increase in cognitive, organisational, and procedural autonomy-supportive behaviour, in psychological need satisfaction for autonomy, competence and relatedness, and in intrinsic motivation, whereas significant decrease in intimidation, controlling use of grades, and negative conditional regard, and in psychological need frustration for autonomy, competence, and relatedness) compared to the control group at a one-month follow-up. There were no significant differences in any of the study variable, except organisational autonomy support and intimidation, between the web-based intervention group and face-to-face intervention group. Both web-based and face-to-face study group students reported significant gains in most of the study variables compared to the control group students at a one-month follow-up. The current findings suggest that future autonomy-supportive interventions for PE teachers should aim to use combined interventions of face-to-face and web-based approach to gain the greatest intervention effects.

scholarly journals Existential Therapy for Children: Impact of a Philosophy for Children Intervention on Positive and Negative Indicators of Mental Health in Elementary School Children

2021 ◽  
Vol 18 (23) ◽  
pp. 12332
Author(s):  
Catherine Malboeuf-Hurtubise ◽  
Carina Di Tomaso ◽  
David Lefrançois ◽  
Geneviève A. Mageau ◽  
Geneviève Taylor ◽  
...  
Keyword(s):  
Mental Health ◽  
Elementary School ◽  
School Children ◽  
Elementary School Children ◽  
Need Satisfaction ◽  
Control Group ◽  
Philosophy For Children ◽  
Psychological Need ◽  
Basic Psychological Need Satisfaction ◽  
Experimental Group

Background: Philosophy for children (P4C) was initially developed in the 1970s and served as an educational program to promote critical thinking, caring, creative reasoning and inquiry in the educational environment. Quasi-experimental research on P4C, a school-based approach that aims to develop children’s capacity to think by and for themselves, has suggested it could be an interesting intervention to foster greater basic psychological need satisfaction in children in school settings. Objective: The goal of the present study was to evaluate the impact of P4C on basic psychological need satisfaction and mental health in elementary school students. Method: Students from grades one to three (N = 57) took part in this study and completed pre- and post-intervention questionnaires. A randomized cluster trial with a wait-list control group was implemented to compare the effects of P4C on students’ mental health. Results: Analyses of covariance (ANCOVAs) revealed a significant effect of group condition on levels of autonomy and anxiety, after controlling for baseline levels. Participants in the experimental group showed higher scores in autonomy, when compared to participants in the control group, and participants in the experimental group showed lower anxiety scores, when compared to participants in the control group. Conclusion: Overall, results from this study show that P4C may be a promising intervention to foster greater autonomy in elementary school children, while also improving mental health.

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