The Social Context as a Determinant of Teacher Motivational Strategies in Physical Education

By I. Taylor, Nikos Ntoumanis, Brett W. Smith. 2009

171 citations recorded by the source corpus.

Abstract Objectives The purpose of the study was to provide an in-depth analysis of how the Physical Education (PE) teaching context influences teachers' motivational strategies towards students. Design Qualitative semi-structured interviews Methods Using Self-determination theory (Deci, E. L., & Ryan, R. M. (2000). Psychological Enquiry, 11, 227-268 ) as a guiding framework, semi-structured interviews of 22 PE teachers were examined using categorical content analysis. Results The teachers perceived that an emphasis on student assessment and the time constraints associated with PE lessons often compelled them to use teaching strategies which conflicted with their beliefs about the most appropriate ways to motivate students. The teachers' own performance evaluations and pressure to conform to other teachers' methods also influenced the teachers' motivational strategies, but these influences were often congruent with their teaching beliefs. Additionally, the teachers discussed how perceived cultural norms associated with the teacher-student relationship impacted upon their chosen motivational strategies. These cultural norms were reported by different teachers as either in line, or in conflict with their teaching beliefs. Finally, the influence of the teachers' perceptions of their students helped produce strategies that were congruent with their beliefs, but often different to empirically suggested strategies. Conclusions It is important that teacher beliefs are targeted in education programs and that the teaching context aid in facilitating adaptive motivational strategies.

Subfields: Developmental and Educational Psychology, Physical Therapy, Sports Therapy and Rehabilitation, Social Psychology

View Paper: https://www.semanticscholar.org/paper/cf5cf67c29626982f3c2632a36a1d126825a8038

How researchers see this paper

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

In Developmental and Educational Psychology

In Physical Therapy, Sports Therapy and Rehabilitation

In Social Psychology

Citations in the corpus

Determinants of coach motivation and autonomy supportive coaching behaviours. (2013, background): “Additional research has identified other environmental factors like time constraints (Taylor et al., 2009) or job security (Stebbings et al., 2012), and psychological factors like emotional exhaustion (Soenens et al., 2012) as predictors of autonomy-supportive behaviours.”
Do students with different motives for physical education respond differently to autonomy-supportive and controlling teaching? (2016, unknown): “Hence, it is important that teachers' beliefs are targeted in training programs for PE teachers, as was also suggested by Taylor, Ntoumanis, and Smith (2009), who demonstrated that teachers' beliefs are not always in linewith their teaching approach.”
Teacher motivation: Definition, research development and implications for teachers (2016, methodology): “…on teacher motivation has established close relationship between teacher motivation and student learning, and studies under SDT framework suggested that teaching behaviour or styles could mediate the impact of teacher motivation on student motivation (e.g. Roth et al., 2007; Taylor et al., 2009).”
The role of teachers’ motivation and mindsets in predicting a (de)motivating teaching style in higher education: a circumplex approach (2020, unknown): “, constructivist view on learning; Brooks and Brooks 1999) and student characteristics, such as students’ gender (Taylor et al. 2009) and motivation (Katz and Shahar 2015; Pelletier et al.”
The beliefs that underlie autonomy-supportive and controlling teaching: A multinational investigation (2014, methodology): “…style, we read the literature closely for explanations as to why teachers tend to adopt an autonomysupportive or a controlling style (e.g., Taylor et al. 2009), and we borrowed from the theory of planned behavior that suggested the starting points of the ease of performing the…”
Towards a conceptual understanding of acute cultural adaptation: a preliminary examination of ACA in female swimming (2012, background): “Abductive reasoning involves a dialectical movement between everyday meanings and theoretical explanations, acknowledging the creative process of interpretation when applying a theoretical framework to participants’ experiences (see also Atkinson and Delamont 2005, Taylor et al. 2009).”