Development and evaluation of a training on need-supportive teaching in physical education: Qualitative and quantitative findings

By Nathalie Aelterman, Maarten Vansteenkiste, Hilde Van Keer, J. D. Meyer, L. Van den Berghe, L. Haerens. 2013

151 citations recorded by the source corpus.

Subfields: Physical Therapy, Sports Therapy and Rehabilitation, Safety Research, Social Psychology

View Paper: https://www.semanticscholar.org/paper/a0f0825cac9854cf1570d3ac74d575934a3e22f0

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Physical Therapy, Sports Therapy and Rehabilitation

In Safety Research

In Social Psychology

Citations in the corpus

Reassembling teacher professional development: the case for Quality Teaching Rounds (2016, background): “There is a broad consensus that effective professional development approaches involve teachers as both learners and teachers (Darling-Hammond & McLaughlin, 1995), are needs-supportive (Aelterman et al., 2013), take place within the school day (Garet, Porter, Desimone, Birman, & Yoon, 2001), are inte”
Do students with different motives for physical education respond differently to autonomy-supportive and controlling teaching? (2016, background): “During such professional teacher training programs some PE teachers raise doubts about whether in real-life an autonomy supportive teaching style would always lead to positive outcomes (Aelterman et al., 2013).”
Teachers become more autonomy supportive after they believe it is easy to do (2016, unknown): “…ASIPs have trended more toward emphasizing “how-to” skills and offering concrete take-it-to-the-classroom recommendations (as per Table 3), and they utilized the input and collaboration of the participating teachers in the development and design of the intervention (Aelterman et al., 2013).”
Does observed controlling teaching behavior relate to students’ motivation in physical education? (2014, background): “To handle the resistance of control-oriented teachers to changing their teaching style, professional development training will need to be presented in a need-supportive way to the teachers, such that teachers feel understood, are presented with options and a meaningful rationale to implement new tea”
What is ‘effective’ CPD for contemporary physical education teachers? A Deweyan framework (2017, background): “In PE-CPD, only a small number of studies have sought to systematically link PE-CPD with specific teacher or pupil learning outcomes (e.g. Aelterman et al., 2013; Hanuk, Ince, & Tannehill, 2012; McKenzie et al., 1997).”
Self-determination for all language learners: New applications for formal language education (2019, background): “Other researchers maintain that autonomy support, structure, and involvement should remain separate (Aelterman et al., 2013; Reeve, 2012).”
Advancing towards a Transformational Professional Competence Model through Reflective Learning and Sustainability: The Case of Mathematics Teacher Education (2019, background): “In particular, the elements of reflective learning and sustainability seem to have influenced the three dimensions of need-supportive teaching (NST): structure, autonomy, support, and involvement [67,68], and also student self-efficacy [69,70].”
Effects of professional development on the quality of teaching: Results from a randomised controlled trial of Quality Teaching Rounds (2017, background): “Nonetheless, some scholars speak of an emerging “consensus” that effective approaches to PD involve teachers as both learners and teachers (Darling-Hammond & McLaughlin, 1995), are needs-supportive (Aelterman et al., 2013), take place within the school day (Garet, Porter, Desimone, Birman, & Yoon, 2”
Changing teachers' beliefs regarding autonomy support and structure: The role of experienced psychological need satisfaction in teacher training (2016, background): “, O'Sullivan & Deglau, 2006; Swennen, Lunenberg, & Korthagen, 2008), if not, more important than its specific content for this internalization process to occur (Aelterman et al., 2013; Deci, 2009).”
Observed need-supportive and need-thwarting teaching behavior in physical education: Do teachers' motivational orientations matter? (2013, background): “…dynamics involved in teachers’ behavior, it is recommended to describe and include key characteristics of the pedagogical context (e.g. number of students in the class, Van den Berghe et al., 2012) that are put forward by teachers as influential of their teaching behavior (Aelterman et al., 2013).”