The effectiveness of an Autonomy-Supportive Teaching Structure in Physical Education. [Eficacia de la estructura de enseñanza con soporte de autonomía en educación física].
Palabras clave:
motivation, self-determination, physical activityResumen
PE teachers’ motivational styles have a substantial impact on students’ engagement in learning and can influence children to adopt physically active lifestyles. The Self-Determination Theory (SDT) seeks to explain human motivation and behaviour. Central to SDT, three basic psychological needs must be supported (the needs for autonomy, competency and relatedness) to enhance intrinsic motivation. Autonomy-support refers to the subjective experience of autonomy. Structure is important in PE as it creates the conditions whereby effective learning can take place. The current study examined the effects of a ten-week, school-based, autonomy-supportive structure (ASTS-PE) teacher training intervention in PE, on students’ PE outcomes. Psychological needs satisfaction, perceived autonomy-support, relative autonomy index (RAI), engagement and objective moderate-vigorous physical activity (MVPA) levels in PE were measured. The study consists of two treatment (autonomy-supportive structure and autonomy-support only) and one control group. The results indicate that students in the autonomy-supportive structure group show better overall outcomes compared to the other two groups. The findings in this study provide strong evidence that both autonomy-support and structure are needed to maximise effectiveness in PE lessons. We further suggest practical ways in which teachers could implement an autonomy-supportive structure in their lessons.
Resumen
Los estilos motivacionales de los profesores de educación física tienen un impacto sustancial en el compromiso de aprendizaje y pueden influir en la adopción, por parte de los niños, de un estilo de vida físicamente activo. La teoría de la autodeterminación (SDT) trata de explicar el comportamiento y la motivación humana. Según esta teoría, tres necesidades psicológicas deben ser respaldadas para potenciar la motivación intrínseca (la necesidad de autonomía, de competencia y de relación). El soporte de autonomía se refiere a la experiencia subjetiva de autonomía. La estructura en las clases de educación física es importante en cuanto a la creación de condiciones que permiten que tenga lugar un aprendizaje efectivo. El presente estudio examinó los efectos de una enseñanza con una estructura de soporte de autonomía en estudiantes de educación física tras un entrenamiento de 10 semanas. Se midieron la satisfacción de las necesidades psicológicas, el nivel de apoyo a la autonomía percibido, el índice de autonomía relativo (RAI), el compromiso y los niveles la actividad objetiva moderada-vigorosa (MVPA). El estudio consta de dos condiciones (estructura de apoyo a la autonomía y solamente soporte de autonomía) y un grupo control. Los resultados indican que los estudiantes en el grupo de estructura de apoyo a la autonomía mostraron mejores resultados globales en comparación con los otros dos grupos. Los resultados de este estudio proporcionan una fuerte evidencia de que tanto el apoyo a la autonomía y la estructura son necesarios para maximizar la eficacia en las clases de educación física. Además, sugerimos maneras prácticas en las que los profesores podrían implementar una estructura de apoyo a la autonomía en sus clases.
http://dx.doi.org/10.5232/ricyde2016.04301
References/referencias
Alfi, O.; Assor, A., & Katz, I. (2004). Learning to allow temporary failure: Potential benefits, supportive practices and teacher concerns. Journal of Education for Teaching, 30, 27-41.
http://dx.doi.org/10.1080/0260747032000162299
Assor, A.; Kaplan, H., & Roth, G. (2002). Choice is good, but relevance is excellent: Autonomy-enhancing and suppressing teacher behaviours predicting students' engagement in schoolwork. British Journal of Educational Psychology, 72, 261-278.
http://dx.doi.org/10.1348/000709902158883
Bentler, P. M., & Wu, E. J. C. (2002). EQS 6 for Windows: User’s guide. Encino, CA: Multivariate Software.
Biddle, S.J.H. (1999). Motivation and perceptions of control: Tracing its development and plots its future in exercise and sport psychology. Journal of Sport and Exercise Psychology, 21, 1-23.
Black, A. E., & Deci, E. L. (2000). The effects of instructors’ autonomy support and students’ autonomous motivation on learning organic chemistry: A self-determination theory perspective. Science Education, 84, 740-756.
http://dx.doi.org/10.1002/1098-237X(200011)84:6<740::AID-SCE4>3.0.CO;2-3
Brophy, J. (2006). Observational research on generic aspects of classroom teaching. In P. A. Alexander & P. H. Winne (Eds.), Handbook of educational psychology (2nd ed., pp. 755-780). Mahwah, NJ: Erlbaum.
Bryan, C. L., & Solmon, M. A. (2007). Self-determination in physical education: Designing class environments to promote active lifestyles. Journal of Teaching in Physical Education, 26, 260-278.
Buchan, D.S.; Ollis, S.; Thomas, N., & Baker, J.S. (2012). Physical Activity Behaviour: An Overview of Current and Emergent Theoretical Practices. Journal of Obesity, 1-11.
http://dx.doi.org/10.1155/2012/546459
Cheon, S. H., & Moon, I.S. (2010). Implementing an autonomy-supportive fitness program to facilitate students’ autonomy and engagement. Korean Journal of Sport Psychology, 21, 175-195.
Chou, C. P., & Bentler, P. M. (1995). Estimates and tests in structural equation modeling. In R. H. Hoyle (Ed.), Structural equation modeling (pp. 37-55). Thousand Oaks, CA: Sage.
Christenson, S.L.; Reschly, A.L., & Wylie, C. (2012). The handbook of research on student engagement. New York: Springer.
http://dx.doi.org/10.1007/978-1-4614-2018-7
Cohen, R. (1969). Conceptual Styles, Culture Conflict and Nonverbal Tests of Intelligence. American Anthropologist., 71, 828-856.
http://dx.doi.org/10.1525/aa.1969.71.5.02a00040
Connell, J. P.; Spencer, M. B., & Aber, J. L. . (1994). Educational risk and resilience in African American youth: Context, self, and action outcomes in school. Child Development, 65(493-506).
http://dx.doi.org/10.2307/1131398
deCharms, R. (1984). Motivation enhancement in educational settings. In R. Ames & C. Ames (Eds.), Research on motivation in education: Student motivation (Vol. 1, pp. 275–310). Orlando, FL: Academic Press.
Deci, E. L., & Ryan, R. M. (2008). Self-determination theory: A macrotheory of human motivation, development, and health. Canadian Psychology/Psychologie Canadienne, 49, 182-185.
http://dx.doi.org/10.1037/a0012801
Deci, E. L.; Ryan, R. M., & Williams, G. C. (1996). Need satisfaction and the self-regulation of learning. Learning and Individual Differences, 8, 165-183.
http://dx.doi.org/10.1016/S1041-6080(96)90013-8
Deci, E.L., & Ryan, R.M. (1985). Intrinsic motivation and self-determination in human behavior (2nd ed.). New York: Plenum Press.
http://dx.doi.org/10.1007/978-1-4899-2271-7
Evenson, K.R.; Cattellier, D.; Gill, K.; Ondrak, K., & McMurray, R.G.(2008). Calibration of two objective measures of physical activity for children. Journal of Sports Science, 26, 1557-1565.
http://dx.doi.org/10.1080/02640410802334196
Furrer, C., & Skinner, E. A. . (2003). Sense of relatedness as a factor in children’s academic engagement and performance. Journal of Educational Psychology, 95, 148-162.
http://dx.doi.org/10.1037/0022-0663.95.1.148
Gairns, F.; Whipp, P.R., & Jackson, B. (2015) Relational perceptions in high school physical education: teacher- and peer-related predictors of female students’ motivation, behavioral engagement, and social anxiety. Frontiers in Psychology, 6, 1-13.
http://dx.doi.org/10.3389/fpsyg.2015.00850
Gillison, F.; Osborn, M.; Standage, M., & Skevington, S. (2009). Exploring the experience of introjected regulation for exercise across gender in adolescence. Psychology of Sport and Exercise, 10, 309-319.
http://dx.doi.org/10.1016/j.psychsport.2008.10.004
Goudas, M.; Biddle, S.J.H., & Fox, K.R. (1994). Perceived locus of causality, goal orientations, and perceived competence in school physical education classes. British Journal of Educational Psychology, 64, 453-563.
http://dx.doi.org/10.1111/j.2044-8279.1994.tb01116.x
Grippin, P. &, & Peters, S. (1984). Learning Theory and Learning Outcomes: The Connection. New York: University Press of America.
Hagger, M.S.; Chatzisarantis, N.L.D.; Culverhouse, T., & Biddle, S.J.H. (2003). The processes by which perceived autonomy support in physical education promotes leisuretime physical activity intentions and behavior: A trans-contextual model. Journal of Educational Psychology, 95, 784-795.
http://dx.doi.org/10.1037/0022-0663.95.4.784
Heine, V., Caune, A. (2014). Relationships between perceived teacher’s autonomy support, effort and physical self-esteem. Kinesiology, 46, 218-226.
Hoelter, D. R. (1983). The analysis of covariance structures: Goodness-of-fit indices. Sociological Methods and Research, 11, 325 - 344.
http://dx.doi.org/10.1177/0049124183011003003
How, Y.M.; Whipp, P.; Dimmock, J., & Jackson, B. . (2013). The effects of choice on autonomous motivation, perceived autonomy support, and physical activity levels in high school physical education. Journal of Teaching in Physical Education, 32, 131-148.
Hu, L. , & Bentler, P. M. (1999). Cutoff criteria for fit Indexes in covariancestructure analysis: Conventional criteria versus new alternatives. Structural Equation Modeling, 6, 1-55.
http://dx.doi.org/10.1080/10705519909540118
Jang, H.; Reeve, J., & Deci, E.L. (2010). Engaging students in learning activities: It is not autonomy support or structure but autonomy support and structure. Journal of Educational Psychology, 102, 588-600.
http://dx.doi.org/10.1037/a0019682
Jang, H.; Reeve, J.; Ryan, R. M., & Kim, A. (2009). Can self-determination theory explain what underlies the productive, satisfying learning experiences of collectivistically oriented Korean adolescents? Journal of Educational Psychology, 101, 644-661.
http://dx.doi.org/10.1037/a0014241
Jenkins, C.P. (1986). Brain Research Leads to New Teaching Methods. BYU Today, 40, 4-5.
Kline, R. B. (2005). Principles and practice of structural equation modeling (2nd ed.). New York, NY, United States: The Guilford Press.
Mardia, K.V. (1970). Measures of multivariate skewness and kurtosis with applications. Bimetrika, 57, 519 - 530.
http://dx.doi.org/10.1093/biomet/57.3.519
Markland, D. (1999). Self-determination moderates the effects of perceived competence on intrinsic motivation in an exercise setting. Journal of Sport and Exercise Psychology, 21, 351-361.
Marsh, H.W.; Hau, K-T., & Wen, Z. (2004). In search of golden rules: Comment on hypothesis-testing approaches to setting cutoff values for fit indexes and dangers in overgeneralizing Hu and Bentler’s (1999) findings. Structural Equation Modeling: A Multidisciplinary Journal, 11, 320-341.
http://dx.doi.org/10.1207/s15328007sem1103_2
McAuley, E.; Duncan, T., & Tammen, V.V. (1989). Psycho metric properties of the intrinsic motivation inventory in a competitive sport setting: A confirmatory factor analysis. Research Quarterly for Exercise and Sport, 60, 48-58.
http://dx.doi.org/10.1080/02701367.1989.10607413
Ntoumanis, N. (2001). A self-determination approach to the understanding of motivation in physical education. British Journal of Educational Psychology, 71, 225-242.
http://dx.doi.org/10.1348/000709901158497
Ntoumanis, N. (2005). A prospective study of participation in optional school physical education using a self-determination theory framework. Journal of Educational Psychology, 97, 444-453.
http://dx.doi.org/10.1037/0022-0663.97.3.444
Reeve, J. (2009). Why teachers adopt a controlling motivating style toward students and how they can become more autonomy supportive. Educational Psychologist, 44, 159-175.
http://dx.doi.org/10.1080/00461520903028990
Reeve, J., & Jang, H. (2006). What teachers say and do to support students’ autonomy during a learning activity. Journal of Educational Psychology, 98, 209-218.
http://dx.doi.org/10.1037/0022-0663.98.1.209
Reeve, J.; Jang, H.; Carrell, D.; Jeon, S., & Barch, J. . (2004). Enhancing students’ motivation by increasing teachers’ autonomy support. Motivation and Emotion, 28, 147-169.
http://dx.doi.org/10.1023/B:MOEM.0000032312.95499.6f
Reeve, J., & Tseng, C. (2011). Agency as a fourth aspect of students’ engagement during learning activities. Contemporary Educational Psychology, 36, 257-267.
http://dx.doi.org/10.1016/j.cedpsych.2011.05.002
Rink, J.E. (2003). Effective instruction in physical education. In S. J. Silverman & C. D. Ennis (Eds.), Student learning in physical education: Applying research to enhance instruction (pp. 165-186). Champaign, IL: Human Kinetics.
Ryan, R. M., & Deci, E. L. (2000). Self-determination theory and the facilitation of intrinsic motivation, social development, and well-being. American Psychologist, 55, 68-78.
http://dx.doi.org/10.1037/0003-066X.55.1.68
Ryan, R. M., & Deci, E. L. (2007). Active human nature: Self-determination theory and the promotion and maintenance of sport, exercise, and health. In M. S. Hagger & N. L. D. Chatzisarantis (Eds.), Intrinsic motivation and self-determination in exercise and sport (pp. 1-19). Leeds, UK: Human Kinetics Europe.
Sallis, J.F., & McKenzie, T.L. (1991). Physical education’s role in public health. Research Quarterly for Exercise and Sport, 64, 25-31.
http://dx.doi.org/10.1080/02701367.1991.10608701
Satorra, A., & Bentler, P. M. (1994). Corrections to test statistics and standard errors on covariance structure analysis. In A. V. Eye & C. C. Clogg (Eds.), Latent variable analysis: Applications in developmental research (pp. 339-419). Thousand Oaks, CA, United States: Sage.
Skinner, E. A., & Belmont, M. J. . (1993). Motivation in the classroom: Reciprocal effects of teacher behavior and student engagement across the school year. Journal of Educational Psychology, 85, 571-581.
http://dx.doi.org/10.1037/0022-0663.85.4.571
Skinner, E. A.; Furrer, C.; Marchand, G. , & Kindermann, T. (2008). Engagement and disaffection in the classroom: Part of a larger motivational dynamic? Journal of Educational Psychology, 100, 765-781.
http://dx.doi.org/10.1037/a0012840
Skinner, E.A.; Kindermann, T.A., & Furrer, C.J. (2009). A motivational perspective on engagement and disaffection: Conceptualization and assessment of children’s behavioral and emotional participation in academic activities in the classroom. Educational and Psychological Measurement, 69, 493-525.
http://dx.doi.org/10.1177/0013164408323233
Standage, M.; Duda, J.L., & Ntoumanis, N. (2003). A model of contextual motivation in physical education: Using constructs form self-determination and achievement goal theories to predict physical activity intentions. Journal of Educational Psychology, 95, 97-110.
http://dx.doi.org/10.1037/0022-0663.95.1.97
Standage, M.; Duda, J.L., & Ntoumanis, N. (2005). A test of Self-determination theory in school physical education. British Journal of Educational Psychology, 75, 411-433.
http://dx.doi.org/10.1348/000709904X22359
Standage, M.; Duda, J.L., & Ntoumanis, N. (2006). Students’ motivational processes and their relationship to teacher ratings in school physical education: A self-determination theory approach. Research Quarterly for Exercise and Sport, 77, 100-110.
http://dx.doi.org/10.1080/02701367.2006.10599336
Standage, M., & Ryan, R.M. . (2012). Self-determination theory and exercise motivation: Facilitating self-regulatory processes to support and maintain healthy and well-being. In G. C. Roberts & D. C. Treasure (Eds.), Advances in motivation in sport and exercise (3rd ed., pp. 233-270). Champaign, IL: Human Kinetics.
http://dx.doi.org/10.1093/oxfordhb/9780199731763.013.0012
Taylor, I. M., & Lonsdale, C. (2010). Cultural differences in the relationships among autonomy support, psychological need satisfaction, subjective vitality, and effort in British and Chinese physical education. Journal of Sport & Exercise Psychology, 32, 655-673.
Taylor, I. M.; Ntoumanis, N.; Standage, M., & Spray, C.M. (2010). Motivational predictors of physical education students’ effort, exercise intentions, and leisure-time physical activity: A multilevel linear growth analysis. Journal of Sport & Exercise Psychology, 32, 99-120.
Trost, S.G. (2007). Trends in sport and physical activity participation in Australian children and youth. Junior Sport Matters: Briefing Papers for Australian Junior Sport (pp. 7-13): Australian Sports Commission.
Trost, S.; Loprinzi, P.D.; Moore, R., & Pfeiffer, K. (2011). Comparison of accelerometer cut points for predicting activity intensity in youth. Medicine and Science in Sports and Exercise (Special Communication), 1360-1368.
http://dx.doi.org/10.1249/MSS.0b013e318206476e
Wang, C. K. J.; Hagger, M., & Liu, W. C. (2009). A cross-cultural validation of Perceived Locus of Causality Scale in physical education context. Research Quarterly for Exercise and Sport, 80, 313-325.
http://dx.doi.org/10.1080/02701367.2009.10599566
Ward, J.; Wilkinson, C.; Graser, S.V., & Prusak, K. A. (2008). Effects of Choice on Student Motivation and Physical Activity Behavior in Physical Education. Journal of Teaching in Physical Education, 27, 385-398.
Williams, G. C., & Deci, E. L. (1996). Internalization of Biopsychosocial Values by Medical Students: A Test of Self-Determination Theory. Journal of Personality and Social Psychology, Vol 70, 767-779.
http://dx.doi.org/10.1037/0022-3514.70.4.767
Wolters, C.A. (2004). Advancing achievement goal theory: Using goal structures and goal orientations to predict students’ motivation, cognition, and achievement. Journal of Educational Psychology, 96, 236-250.
http://dx.doi.org/10.1037/0022-0663.96.2.236
Wright, M.T.; Patterson, D.L., & Cardinal, B.J. (2000). Increasing children’s physical activity. Journal of Physical Education. Recreation & Dance, 71, 26-29.
http://dx.doi.org/10.1080/07303084.2000.10605981
Yli-Piipari, S.; Wang, C. K. J.; Jaakkola, T., & Liukkonen, J. (2012). Examining the growth trajectories of physical education students’ motivation, enjoyment, and physical activity: A person-oriented approach. Journal of Applied Sport Psychology, 24, 401-417.