Minkels Carola, van der Kamp John, Beek Peter J
InnoSportLab de Tongelreep, Eindhoven, Netherlands.
Department of Human Movement Sciences, Amsterdam Movement Sciences, Vrije Universiteit Amsterdam, Amsterdam, Netherlands.
Front Sports Act Living. 2023 Sep 20;5:1236256. doi: 10.3389/fspor.2023.1236256. eCollection 2023.
It is desirable that (more) children continue swimming after having completed their swimming lessons to preserve their swimming skills and water safety, and as part of an active, healthy lifestyle. This may be encouraged by stirring children's intrinsic motivation for swimming during swimming lessons. However, it is currently unknown how intrinsically motivating swimming lessons are in Western countries.
This study examined to what extent swimming instructors in the Netherlands cater to the basic needs of autonomy, competence, and relatedness, which, according to Self-Determination Theory (SDT), promote intrinsic motivation. Additionally, it examined whether an SDT-based teaching program prompts instructors to better meet these needs, and to what extent the teaching program, the education and experience of the instructor, and the group size predict the employment of SDT in swimming lessons.
A total of 128 swimming lessons given by equally many instructors were observed in the Netherlands and rated on a modified version of the SDT teaching style scale to assess autonomy, competence, and relatedness support. The swimming lessons referred to four teaching programs, one of which was explicitly based on SDT.
Instructors exhibited autonomy-thwarting, weakly competence-supportive, and relatedness-supportive behaviors. The SDT-based teaching program scored higher on the provision of autonomy, competence, and relatedness in lessons. This finding was significant for autonomy. Teaching program was the only significant predictor of SDT employment by instructors.
Further improvement is desirable in catering to the basic needs, particularly autonomy, which can be achieved by deliberately implementing the principles of SDT into teaching programs for swimming.
希望（更多）儿童在完成游泳课程后继续游泳，以保持他们的游泳技能和水上安全，这也是积极健康生活方式的一部分。在游泳课程中激发儿童对游泳的内在动力可能会促进这一点。然而，目前尚不清楚在西方国家游泳课程在多大程度上具有内在激励作用。
本研究调查了荷兰的游泳教练在多大程度上满足自主性、能力和关联性等基本需求，根据自我决定理论（SDT），这些需求可促进内在动力。此外，研究还考察了基于SDT的教学计划是否促使教练更好地满足这些需求，以及该教学计划、教练的教育背景和经验以及班级规模在多大程度上能够预测SDT在游泳课程中的应用情况。
在荷兰观察了由同样数量的教练授课的128节游泳课，并根据SDT教学风格量表的修改版进行评分，以评估自主性、能力和关联性支持。这些游泳课涉及四个教学计划，其中一个明确基于SDT。
教练表现出阻碍自主性、能力支持较弱和关联性支持的行为。基于SDT的教学计划在课程中提供的自主性、能力和关联性方面得分更高。这一发现对于自主性来说具有显著性。教学计划是教练应用SDT的唯一显著预测因素。
在满足基本需求方面，尤其是自主性方面，还需要进一步改进，可以通过在游泳教学计划中刻意实施SDT的原则来实现。
