Grounded in self-determination theory (SDT), the present study examined whether collegiate physical education (PE) teachers' autonomy support versus control would relate to college students' ...wellness, knowledge, performance, and intentions to persist at physical activity beyond the PE classes. The mediating roles of students' basic psychological need satisfaction and need frustration as well as their types of motivation (autonomous and controlled) were also modeled.
Cross-sectional study.
One hundred and forty college students (Mage = 21.69, SD = 1.89) in PE classes completed questionnaires measuring their perceptions of PE teachers' autonomy support and control, as well as their own basic psychological need satisfaction and frustration and their autonomous and controlled motivation. The student outcomes were self-reports of the students' wellness (i.e., well-being and ill-being), teacher-administered tests of knowledge, teacher ratings of performance, and students' self-reports of intentions to persist at physical activity in the future.
Students' perceptions of teachers' autonomy support were positively associated with each of the positive student outcomes. Students' perceptions of teachers' control were related to students' well-being (negatively), knowledge (negatively), and ill-being (positively). Students' experiences of psychological need satisfaction were significantly positively related to their autonomous motivation and marginally to their controlled motivation. Their experiences of need frustration were related only positively to controlled motivation. As expected, path analyses showed that perceived autonomy support was positively related to the positive outcomes via need satisfaction and frustration and autonomous motivation, and that perceptions of teachers' control were related to students' ill-being (positively) and knowledge (negatively) through need frustration.
Consistent with SDT, the findings suggest that teachers' autonomy support is important for student's psychological need satisfaction, type of motivation, and in turn the outcomes of well-being, knowledge, performance, and intention to persist in the domain of college PE programs. Practical and theoretical implications, along with limitations and future research suggestions are discussed.
•Teachers' autonomy support was positively associated with college physical education students' positive outcomes.•Need satisfaction, and autonomous motivation mediated the associations between autonomy support and wellness, knowledge, performance, and intention to continue.•Teachers' controlling behaviors were negatively related to students' positive affect and knowledge, and positively associated with need frustration and negative affect.•Need frustration mediated the positive association between controlling behaviors and negative affect.
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GEOZS, IJS, IMTLJ, KILJ, KISLJ, NLZOH, NUK, OILJ, PNG, SAZU, SBCE, SBJE, UL, UM, UPCLJ, UPUK, ZRSKP
Multicultural societies require educators’ intercultural competence. This trial examined if attitudes and perceived competences of pre-service Physical Education (PE) teachers could be improved by an ...online, teacher education course structured upon the findings of the intercultural education through physical activity, coaching, and training (EDU:PACT) project. Following individual preferences, participants (N = 129) were allocated to this course or control condition of the usual University curriculum. The intervention vs. control group scored better in outcomes of skills, knowledge, and one attitude dimension post-intervention. This teacher education course may effectively train pre-service PE teachers on intercultural education.
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GEOZS, IJS, IMTLJ, KILJ, KISLJ, NLZOH, NUK, OILJ, PNG, SAZU, SBCE, SBJE, UILJ, UL, UM, UPCLJ, UPUK, ZAGLJ, ZRSKP
The article describes a study of coping strategies of Physical Education (PE) teachers and their role in the process of burning out. It highlights the role of gender differences in coping strategies.
...Female PE teachers apply mostly coping strategies like Fighting, Social support, wishful thinking, alleviation of outcomes, and Assuming responsibility, actions following the plan. They use the least likely Distancing.
Male PE teachers frequently use the strategies Concentration on the task, actions following the plan, and Fighting. Successively, they use Accepting responsibility, and the least likely Reduction of tension.
Some strategies derived in the research effectively cope with burnout in the PE teaching occupation and others are ineffective and may even lead to a depersonalized treatment of students.
Grit, a combination of enduring effort and persistent interest, is key to long-term goals. The training of preservice physical education (PE) teachers is vital for child development, emphasizing the ...need to assess their resilience and commitment. However, research is limited regarding how grit influences motivation and achievement goals in PE. The purpose of this study was to explore how the grit dimensions of preservice PE teachers impact their motivation and achievement goals, which may subsequently shape their future career intentions of becoming PE teachers.
A total of 279 preservice physical education (PE) teachers (69.5% males; 26.9% PE graduate program) from five South Korean universities participated in the study. They completed validated questionnaires measuring grit, motivation, achievement goal orientations, and career intentions. Descriptive statistics, correlation analysis, and structural equation modeling (SEM) were used to examine variable relationships and test the hypothesis model.
Correlation analysis indicated a spectrum of relationships between facets of grit (perseverance of effort and consistency of interests), motivational parameters, and career intention, with both positive and negative correlations ranging from weak to moderate (
ranging from 0.119 to 0.425,
< 0.05-0.01). SEM confirmed the model's goodness-of-fit (χ
/df = 1.928, RMSEA = 0.058, IFI = 0.92, TLI = 0.91, CFI = 0.92). Path analysis showed that both perseverance of effort and consistency of interests significantly influenced motivational mechanisms (
ranging from -0.34 to 0.57,
< 0.05-0.01), both directly and indirectly, which then notably impacted career intentions (
= 0.10,
< 0.05). Notably, both grit dimensions significantly impacted mastery approach goals (
ranging from 0.49 to 0.56,
< 0.01). Mastery approach goals, in turn, had a substantial impact on intrinsic motivation (
= 0.27,
< 0.01), which subsequently significantly influenced career intentions (
= 0.32,
< 0.01).
The study illuminated the complex relationships between grit dimensions, motivation, achievement goals, and career intentions of future PE teachers. SEM validation confirmed grit's direct and indirect influence on goal orientations and motivation, underscoring the importance of incorporating grit-building strategies alongside mastery approach goals in preservice PE programs to enhance resilience, dedication, and long-term career commitment.
The purpose of the study was the evaluation of a teacher in-service training program, namely “PE.T.Co.N.“, an online community of practice via Facebook groups. Drawing from Self-Determination theory ...(SDT), the program aimed at satisfying teachers’ autonomy, competence, and relatedness needs and facilitating their autonomous motivation. Pre-post measurements showed significant improvements in key variables that can determine training success. Preliminary quantitative group insights supported by qualitative data revealed enhanced participatory dynamics in terms of members’ interaction. Findings suggest that PE.T.Co.N. is a promising, innovative approach to teacher training. Implications are discussed in light of SDT.
•PE teacher in-service training can be delivered effectively as a CoP through Facebook groups.•Facebook appears a promising tool to tackle the attrition issue in on-line training.•PETCoN participation leads/contributes to increased autonomy need satisfaction.•PETCoN increases relatedness need satisfaction and decreases relatedness frustration.•Self-determination theory is well suited when designing teacher in-service training.
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GEOZS, IJS, IMTLJ, KILJ, KISLJ, NLZOH, NUK, OILJ, PNG, SAZU, SBCE, SBJE, UILJ, UL, UM, UPCLJ, UPUK, ZAGLJ, ZRSKP
The purpose of this study was to investigate physical education teachers' perceptions of implementing online physical education during the COVID-19 pandemic as well as to explore their needs with ...regard to support for future teaching experiences. A total of 4,302 teachers completed four open-ended questions as part of a larger survey. Deductive and inductive qualitative analysis led to three themes: (a) Teachers' Proud Moments, (b) Help! So Many Obstacles, and (c) Future Challenges. Teachers stated many successes and challenges that they experienced through the COVID-19 pandemic. Many items specifically focused on use and access to technology, student participation, and meeting students' needs in various ways. Results can provide guidance for how to address the essential components of physical education in the online environment. In addition, results may provide insight to those who educate, train, and prepare teachers to teach in a virtual and/or physically distanced environment.
The purpose of this study was to investigate the characteristics of Korean female secondary PE teachers’ voluntary professional development(PD) activity participation in relation to female PE ...teachers’ perceived professional identity. Data were collected from online questionnaires (n=107) and in-depth interviews (n=15) with female secondary PE teachers. Findings revealed that female PE teachers’ voluntary professional development activities were characterized as: (a) prevalence in sport skill development activities in order to overcome relatively a low level of sport skills than that of male PE teachers, (b) dominance of self-directed learning activities with the Internet search or reading, and (c) seeking ideal mix of theory and practice by participating in teacher learning communities. Female PE teachers’ voluntary PD participation was related to their notion of PE subject as sport skills-centered subject, relatively weak professional identity due to lack of sport skills compared with male teachers, and perceiving teacher learning community as a viable learning context to support their everyday pedagogical PE practice.
The most important step in creating a teaching force for physical education (PE) is finding enough qualified teachers. In order to better absorb the PE teaching talents who are more suitable for the ...job requirements, the ability variables of sports talents, the expected regional social and economic status, and historical data are considered, the intelligent matching of talents and positions is made, and the Bayesian variational network recommendation model considering the needs are constructed. According to the experimental findings, this model's highest recommendation accuracy in the normal scenario is 0.5888 and its maximum recommendation accuracy in the training and test sets is roughly 0.6 and 0.68. The model has good convergence and high accuracy of recommendation, which is conducive to matching PE teaching talents and teaching positions, providing job seekers with positions that meet their needs, providing teaching talents to meet the requirements, and creating a team of PE teachers that match people and posts.
The present study firstly establishes physical education (PE) teachers’ motivational profiles based on their autonomous motivation, controlled motivation and amotivation and, secondly, investigates ...how different PE teachers’ motivational profiles differ in terms of certain maladaptive antecedents (i.e. psychological need frustration, pressures perceived at work and burnout). It also addresses the differences in their students’ perception of autonomy support, psychological need satisfaction and autonomous motivation. A total of 105 PE teachers and their 2164 students completed validated questionnaires. Four profiles were retained in the cluster analysis. Results showed that teachers who were high on autonomous motivation displayed the most optimal pattern of outcomes, whereas teachers who were high on amotivation showed the opposite pattern. Analysis of the established profiles suggested that the experience of controlled motivation was linked with maladaptive outcomes among both teachers and students. Implications for educational policy and practice are discussed.
•Physical education teachers’ motivational profiles might provide interesting insights as for teachers’ dark-side variables.•105 physical teachers and 2164 students taught by these teachers participated in the study.•More motivation is not always better: the relevance of a qualitative view.•Students seem to differ in terms of motivational outcomes according to their physical education teachers’ profiles.
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GEOZS, IJS, IMTLJ, KILJ, KISLJ, NLZOH, NUK, OILJ, PNG, SAZU, SBCE, SBJE, UILJ, UL, UM, UPCLJ, UPUK, ZAGLJ, ZRSKP
Work-related pressures perceived by PE teachers have been suggested to affect their motivation and behaviour. This study aims to contribute to the existing literature on this topic. Through two ...different objectives. First, the role of perceived pressures in the prediction of teachers’ motivation and, in turn, on their feasibility beliefs to implement motivational strategies is tested through a SEM. Secondly, PE teachers’ profiles according to the different types of perceived pressures are established and compared in terms of motivational outcomes and feasibility beliefs. A total of 217 PE teachers completed validated questionnaires. Results showed that, as hypothesized, pressures negatively predicted needs satisfaction, which, in turn, positively predicted feasibility beliefs. Three profiles emerged in the cluster analysis. Regarding to these profiles, teachers who were low on perceived pressures displayed the most adaptive pattern; teachers who reported high time constraints pressures underline the detrimental role that this type of pressure plays on both teacher and teaching outcomes. Implications for educational policy and practice are discussed.
•This study increases the understanding of the interplay between different types of perceived pressures among PE teachers.•It represents a novel approximation from a variable- and person-centered approach.•Work perceived pressures have a detrimental effect on PE teachers’ autonomy and competence satisfaction.•Teachers perceiving higher pressures find motivational strategies more feasible to implement than those perceiving time constraints.
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GEOZS, IJS, IMTLJ, KILJ, KISLJ, NLZOH, NUK, OILJ, PNG, SAZU, SBCE, SBJE, UILJ, UL, UM, UPCLJ, UPUK, ZAGLJ, ZRSKP
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