Milton Daniel, Appleton Paul R, Bryant Anna, Duda Joan L
Cardiff School of Sport & Health Sciences, Cardiff Metropolitan University, Cardiff, United Kingdom.
Institute of Sport, Manchester Metropolitan University, Manchester, United Kingdom.
Front Psychol. 2025 Jun 24;16:1564671. doi: 10.3389/fpsyg.2025.1564671. eCollection 2025.
This study examined the effects of the delivery of a school-tailored ™ workshop and subsequent Professional Development Programme (PDP) using Community of Practice principles within one secondary school Physical Education (PE) department. Employing a mixed-methods longitudinal design, the research assessed PE teachers' understanding of motivation and motivational strategies, Senior Leadership Team perceptions of the PDP's impact, and pupils' motivation and engagement in PE. The intervention pulled from Achievement Goal Theory and Self-Determination Theory, adopting Duda's theoretically integrated conceptualization of empowering and disempowering motivational climates. Qualitative data from interviews, focus groups, and reflections revealed significant perceived benefits for teachers' understanding and implementation of motivational strategies, as well as perceived improvements in pupil engagement and motivation. Quantitative data (147 Year 9 pupils aged 13-14 years, M = 13.6, SD = 0.4; 81 boys, 64 girls) revealed no significant differences over time in perceptions of the motivational climate and their motivation to engage in PE. Overall, this study contributes to the growing body of evidence supporting the benefits of creating empowering environments in physical education. The findings however highlight the complexity of implementing and assessing the effects of motivational climate interventions in PE settings and underscore the importance of sustained, theory-informed professional development for teachers. Areas for future research on interventions (and testing their effectiveness) to optimize the motivation climate in PE, pupil motivation and teacher professional development are provided.
本研究考察了在一所中学体育部门内，运用实践共同体原则开展量身定制的学校工作坊及后续专业发展计划（PDP）的效果。采用混合方法纵向设计，该研究评估了体育教师对动机和激励策略的理解、高级领导团队对PDP影响的看法，以及学生在体育课上的动机和参与度。干预措施借鉴了成就目标理论和自我决定理论，采用了达德对赋能和去能动机氛围的理论综合概念化。来自访谈、焦点小组和反思的定性数据显示，教师对激励策略的理解和实施有显著的感知益处，学生的参与度和动机也有明显改善。定量数据（147名9年级学生，年龄在13 - 14岁之间，M = 13.6，SD = 0.4；81名男生，64名女生）显示，随着时间推移，学生对动机氛围的感知及其参与体育的动机没有显著差异。总体而言，本研究为支持在体育教育中创造赋能环境的益处的越来越多的证据做出了贡献。然而，研究结果突出了在体育环境中实施和评估动机氛围干预效果的复杂性，并强调了为教师提供持续的、基于理论的专业发展的重要性。还提供了未来关于优化体育动机氛围、学生动机和教师专业发展的干预措施（及其有效性测试）的研究方向。
