The Effect of an Intervention to Improve Newly Qualified Teachers' Interpersonal Style, Students Motivation and Psychological Need Satisfaction in Sport-Based Physical Education.

By D. Tessier, P. Sarrazin, Nikos Ntoumanis. 2010

423 citations recorded by the source corpus.

Recent developments in self-determination theory research in the educational setting (e.g., Reeve, Deci, & Ryan, 2004), suggest that teachers’ interpersonal style should be considered as consisting of three dimensions: autonomy support, structure and interpersonal involvement. Based on this theoretical proposition, the purpose of the present study was to test the effects of a training program for three physical education newly qualified teachers on the aforementioned teachers’ overt behaviors and students’ psychological needs satisfaction, self-determined motivation and engagement in sport-based physical education. After a baseline period of four lessons, the teachers attended an informational session on adaptive student motivation and how to support it. The training program also included individualized guidance during the last four lessons of the cycle. Results revealed that from pre- to post-intervention: (1) teachers managed to improve their teaching style in terms of all three dimensions, and (2) students were receptive to these changes, as shown by increases in their reported need satisfaction, self-determined motivation and engagement in the class.

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

View Paper: https://www.semanticscholar.org/paper/fc94a269d794adfb0f8a7510de379e1510023923

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Citations in the corpus

Dynamics of need-supportive and need-thwarting teaching behavior: the bidirectional relationship with student engagement and disengagement in the beginning of a lesson (2016, methodology): “…work was further extended by objectively assessing teacher and student behavior by means of observations as was already done in previous studies (Reeve et al. 2004; Jang, Reeve, and Deci 2010; Tessier, Sarrazin, and Ntoumanis 2010; Haerens et al. 2013; Perlman 2013; Van den Berghe et al. 2013).”
Observed need-supportive and need-thwarting teaching behavior in physical education: Do teachers' motivational orientations matter? (2013, background): “Although some previous studies included observations of teaching behavior (e.g., Reeve, Jang, Carrell, Jeon, & Barch, 2004; Tessier, Sarrazin, & Ntoumanis, 2008; Tessier et al., 2010), few of them examined antecedents of observed teaching behaviors.”
Need-Supportive Professional Development in Elementary School Physical Education: Effects of a Cluster-Randomized Control Trial on Teachers’ Motivating Style and Student Physical Activity (2018, methodology): “, 2008) or need supportive (Aelterman et al., 2014; Tessier et al., 2010), and, second, by doing so, trained teachers provide their students with better les220 ESCRIVA-BOULLEY, TESSIER, NTOUMANIS, AND SARRAZIN”
Giving and receiving autonomy support in a high-stakes sport context: A field-based experiment during the 2012 London Paralympic Games☆ (2015, methodology): “To do so, coaches completed the 5-item Engagement Rating Sheet (Reeve, Jang, Carrell, Jeon,& Barch, 2004), which has been successfully adapted to the physical education domain (Tessier et al., 2010).”
Psychological Needs and the Quality of Student Engagement in Physical Education: Teachers as Key Facilitators. (2017, methodology): “In one such intervention, guided by the work of Reeve et al. (2004), Tessier et al. (2010) used an informational session to educate French high school PE teachers on the implementation of autonomy support and followed this with an individualized-guidance program during an 8-week teaching cycle.”
Development and evaluation of a training on need-supportive teaching in physical education: Qualitative and quantitative findings (2013, methodology): “Yet, Tessier et al. (2010) included some strategies to provide structure and being interpersonally involved into their training program and further expanded previous findings by showing that PE teachers can learn to be need-supportive on all three dimensions.”
Relationships Among Teachers' Self-Efficacy and Students' Motivation, Atmosphere, and Satisfaction in Physical Education (2014, background): “Tessier et al. (2010) also showed that teachers’ teaching style could influence students’ psychological need satisfaction in physical education class.”