Social Sciences Applied to Physical Activity, Sport and Leissure Department, Faculty of Physical Activity and Sports Sciences-INEF, Universidad Politécnica de Madrid, 28040 Madrid, Spain.
Departament of Education, Research and Evaluation Methods, Faculty of Social and Human Sciences, Universidad Pontificia Comillas, 28049 Madrid, Spain.
Int J Environ Res Public Health. 2021 Feb 24;18(5):2234. doi: 10.3390/ijerph18052234.
Teachers' behaviors can affect students' engagement in the Physical Education (PE) setting. According to self-determination theory, teachers can rely on either a need-supportive or a controlling teaching behavior, and these behaviors will differently affect students' outcomes. The main objective of this research was to analyse how teaching behaviors and some contextual variables influence students' engagement in PE classes. The present study adds to the existing literature through an observation-based design in which real-life examples of need-supportive and thwarting teaching behaviors, as well as students' engagement behaviors, have been identified. Thirty-seven different PE lessons were coded for 5-min intervals to assess the occurrence of 36 teaching behaviors and five students' behaviors. Stepwise regression revealed that both structure during activity and relatedness support could predict student engagement in a positive way. Surprisingly, cold teaching also emerged as a direct predictor in the last step of the analysis. On the other hand, controlling and structure before activity behaviors inversely predicted students' engagement. These four variables explained 39% of the variance in student engagement, whereas autonomy support did not correlate with student engagement. These new findings in the field not only confirm the known relevance of teaching behavior for students' outcomes but also suggest an unexpected lack of influence of autonomy support on students' engagement as well as an association between cold teaching and students' engagement. Results are discussed in the light of new approaches, and some practical implications are provided.
教师的行为会影响学生在体育（PE）课程中的参与度。根据自我决定理论，教师可以采用支持性或控制性的教学行为，而这些行为会对学生的结果产生不同的影响。本研究的主要目的是分析教学行为和一些情境变量如何影响学生在体育课中的参与度。本研究通过观察性设计进行，在设计中确定了现实生活中支持性和阻碍性教学行为以及学生参与行为的例子，从而丰富了现有文献。对 37 节不同的体育课进行了 5 分钟间隔的编码，以评估 36 种教学行为和 5 种学生行为的发生情况。逐步回归显示，活动期间的结构和相关支持都可以积极地预测学生的参与度。令人惊讶的是，冷漠的教学也在分析的最后一步直接成为了预测因素。另一方面，控制性和活动前的结构行为则相反地预测了学生的参与度。这四个变量解释了学生参与度 39%的方差，而自主性支持与学生参与度不相关。这一新发现不仅证实了教学行为对学生结果的已知重要性，还表明自主性支持对学生参与度的影响出乎意料地低，以及冷漠教学与学生参与度之间的关联。研究结果在新方法的背景下进行了讨论，并提供了一些实际意义。
