Llanos-Muñoz Rubén, Sevil-Serrano Javier, Lobo-Triviño David, López-Gajardo Miguel A, Leo Francisco M
Departmento de Didáctica de la Expresión Musical, Plástica y Corporal, Facultad de Formación del Profesorado, Universidad de Extremadura, Cáceres, Spain.
Departmento de Didáctica de la Expresión Musical, Plástica y Corporal, Facultad de Ciencias del Deporte, Universidad de Extremadura, Cáceres, Spain.
Front Psychol. 2025 Aug 26;16:1629158. doi: 10.3389/fpsyg.2025.1629158. eCollection 2025.
Grounded in Self-Determination Theory and the Conceptual Model of Cohesion, relatedness satisfaction and class cohesion have been positively linked to learning-related outcomes. However, the benefits for both teachers and students of a training program focused on improving Physical Education (PE) teachers' relatedness-supportive behaviors and class cohesion have not yet been explored. This study presents the protocol for a training program designed to provide PE teachers with relatedness-supportive and class cohesion strategies, as well as to avoid relatedness-thwarting strategies. Consequently, this program aims to enhance teachers' interpersonal style and students' motivational and (mal)adaptive outcomes in PE lessons. A randomized controlled trial with a mixed-methods approach will be conducted as part of a three-wave longitudinal study. Between 8-10 secondary PE teachers and their students will be assigned to either the experimental group or the control group. The face-to-face training program implemented with experimental group's teachers will consist of two group sessions, one group booster session, and two individual follow-up sessions. After completing the training, teachers will implement the strategies over approximately six months during their PE classes. Beliefs, feasibility, and intention to apply the strategies, relatedness-supportive behaviors, relationship satisfaction with students, class cohesion, motivational variables, and (mal)adaptive outcomes will be assessed in PE teachers and their students at three distinct time points: before the training program (Time 1), at the end of the implementation (Time 2), and 2 months later (Time 3). Additionally, a focus group involving all experimental PE teachers will be held at the end of the implementation (T2). The results of this study will help determine whether this type of training program can benefit both students and teachers.
基于自我决定理论和凝聚力概念模型，相关性满意度和班级凝聚力与学习相关成果呈正相关。然而，针对提高体育教师相关性支持行为和班级凝聚力的培训项目对教师和学生的益处尚未得到探索。本研究介绍了一个培训项目的方案，该项目旨在为体育教师提供相关性支持和班级凝聚力策略，同时避免相关性阻碍策略。因此，该项目旨在提升教师的人际风格以及学生在体育课上的动机和（非）适应性成果。作为一项三波纵向研究的一部分，将采用混合方法进行随机对照试验。8至10名中学体育教师及其学生将被分配到实验组或对照组。对实验组教师实施的面对面培训项目将包括两次小组会议、一次小组强化会议和两次个人跟进会议。培训结束后，教师将在大约六个月的体育课教学中实施这些策略。将在三个不同时间点对体育教师及其学生的信念、策略应用的可行性和意愿、相关性支持行为、与学生的关系满意度、班级凝聚力、动机变量以及（非）适应性成果进行评估：培训项目前（时间1）、实施结束时（时间2）以及两个月后（时间3）。此外，在实施结束时（T2）将举行一次由所有参与实验的体育教师组成的焦点小组会议。本研究的结果将有助于确定这类培训项目是否能使学生和教师都受益。
