Department of Didactics of Musical, Plastic, and Body Expression, Faculty of Health and Sport Sciences, EFYPAF "Physical Education and Physical Activity Promotion" Research Group, University of Zaragoza, Huesca, Spain.
Department of Didactics of Musical, Plastic, and Body Expression, Faculty of Teaching Training, University of Extremadura, Cáceres, Spain.
Front Public Health. 2024 Aug 21;12:1461630. doi: 10.3389/fpubh.2024.1461630. eCollection 2024.
In most self-determination theory (SDT) research, improving (de)motivating teaching styles provides numerous benefits for students and teachers, although there is less evidence of the latter. Although the recent circumplex model provides a fine-grained picture of the different (de)motivating teaching styles (i.e., autonomy support, structure, control, and chaos) that physical education (PE) teachers can use in their lessons, no previous motivational training programs have been based on this model. Moreover, all SDT-training programs have been implemented through different group sessions, but individual sessions have not been delivered. This study outlines the protocol of a motivational training program, derived from the circumplex model, designed to enhance motivating teaching styles (and prevent or decrease demotivating teaching styles) among PE teachers. Consequently, this program seeks to improve motivational variables and influence (mal)adaptive outcomes in both teachers and students. A randomised controlled trial design with a mixed-method approach. At least 16 secondary PE teachers will be assigned to either an experimental group or a control group, together with some of their students. The training program comprises four face-to-face group sessions and two follow-up sessions (one individual and one group session). PE teachers will learn how to support autonomy and provide structure, as well as to be less controlling and chaotic towards students. Over approximately five months, teachers will implement these motivational strategies during their PE classes. Different (de)motivating teaching styles, motivational variables, and (mal)adaptive outcomes will be assessed in both PE teachers and their students at three distinct points: before the training program (T1), during the intervention (T2), and at the end of the intervention (T3). Additionally, two discussion groups involving all experimental PE teachers will be held (one following the training program and another at the end of the intervention). The results from this study could be useful for developing motivational training programs for in-service PE teachers. : ClinicalTrials.gov, identifier [NTC06479369].
在大多数自我决定理论（SDT）研究中，改善（降低）激励教学风格对学生和教师都有很多好处，尽管后者的证据较少。尽管最近的环型模型提供了一个更精细的画面，说明了体育教育（PE）教师可以在他们的课程中使用的不同的（降低）激励教学风格（即自主支持、结构、控制和混乱），但以前没有基于该模型的动机培训计划。此外，所有的 SDT 培训计划都是通过不同的小组会议实施的，但没有提供个人会议。本研究概述了一个基于环型模型的激励培训计划的方案，旨在提高体育教师的激励教学风格（并防止或减少降低激励教学风格）。因此，该计划旨在提高教师和学生的激励变量，并影响（适应不良）的结果。一个随机对照试验设计与混合方法。至少 16 名中学体育教师将被分配到实验组或对照组，以及他们的一些学生。培训计划包括四个面对面的小组会议和两个后续会议（一个个人和一个小组会议）。体育教师将学习如何支持自主性和提供结构，以及对学生的控制和混乱程度降低。在大约五个月的时间里，教师将在他们的体育课上实施这些激励策略。在三个不同的时间点（培训计划前（T1）、干预期间（T2）和干预结束时（T3）），对体育教师及其学生的不同（降低）激励教学风格、激励变量和（适应不良）结果进行评估。此外，还将举行两次涉及所有实验组体育教师的讨论小组（一次是在培训计划后，另一次是在干预结束时）。这项研究的结果可能对为在职体育教师开发激励培训计划有用。临床试验.gov，标识符 [NTC06479369]。
