Mayo-Rota Carlos, Abós Ángel, García-Cazorla Javier, Villafaña-Samper Zilia, García-González Luis
Department of Didactics of the Musical, Plastic and Corporal Expression, Faculty of Health and Sports Sciences, University of Zaragoza, Huesca, Spain.
Front Public Health. 2025 Jul 7;13:1611556. doi: 10.3389/fpubh.2025.1611556. eCollection 2025.
Physical Education Teacher Education is crucial, as it directly influences how pre-service Physical Education teachers will teach, motivate, and engage their future students. However, training programs that foster motivating teaching styles while minimizing demotivating ones remain scarce, particularly during initial teacher education. This study presents the protocol for a non-randomized controlled trial evaluating a motivational-based training program for pre-service Physical Education teachers, grounded in Self-Determination Theory and the circumplex model. The program, embedded in a Master's in Physical Education Teacher Education, consists of theoretical and practical training to foster motivating teaching styles and minimize demotivating ones. The study will involve at least 38 pre-service teachers, divided into an experimental group ( = 19) and a control group ( = 19). The experimental group will participate in a 14-hour training program combining theoretical and practical components. The control group will follow the standard Physical Education Teacher Education curriculum. A quasi-experimental pre-post design with a mixed-methods approach will be used. Quantitative assessments will measure changes in perceived competence, motivation for teaching, and (de)motivating teaching styles, while qualitative focus groups will provide in-depth insights into participants' experiences and program applicability. To ensure objectivity, independent researchers will conduct assessments, and external experts will moderate the focus groups. Findings will contribute empirical evidence on the effectiveness of Self-Determination Theory-based interventions in initial teacher education, informing curriculum development and supporting the advancement of evidence-based pedagogical training in Physical Education.
ClinicalTrials.gov, identifier NCT06924554.
体育教师教育至关重要，因为它直接影响未来体育教师将如何教学、激励和吸引他们的学生。然而，培养激励性教学风格同时尽量减少消极教学风格的培训项目仍然稀缺，尤其是在教师初始教育阶段。本研究展示了一项非随机对照试验的方案，该试验评估一项基于动机的职前体育教师培训项目，该项目以自我决定理论和环形模型为基础。该项目嵌入体育教师教育硕士课程，包括理论和实践培训，以培养激励性教学风格并尽量减少消极教学风格。该研究将至少涉及38名职前教师，分为实验组（n = 19）和对照组（n = 19）。实验组将参加一个14小时的培训项目，该项目结合了理论和实践部分。对照组将遵循标准的体育教师教育课程。将采用带有混合方法的准实验前后设计。定量评估将测量感知能力、教学动机和（消极）教学风格的变化，而定性焦点小组将深入了解参与者的经历和项目适用性。为确保客观性，将由独立研究人员进行评估，外部专家将主持焦点小组。研究结果将为基于自我决定理论的干预措施在教师初始教育中的有效性提供实证证据，为课程开发提供信息，并支持体育领域循证教学培训的发展。
ClinicalTrials.gov，标识符NCT06924554。
