Relationship between preference in teaching styles with participation in assessment and teaching styles that support basic psychological needs in Physical Education

Abstract

The aim of this research is to analyze the relationships between the preference in teaching styles by Physical Education teachers with the participation of different agents in the assessment and the teaching styles that support psychological needs. Specifically, the following specific objectives would be answered: (i) Analyze the relationship between preference in teaching styles and the agents involved in students’ assessment and grading; (ii) Analyze the relationship between preference in teaching styles and teaching styles that support basic psychological needs. A cross-sectional quantitative study was carried out between April and May 2021. A total of 995 Physical Education teachers from the Spanish territory participated. Three instruments were used to collect information: (i) Physical Education Teaching Styles Questionnaire; (ii) Questionnaire on evaluation processes in Physical Education #EvalEF; and (iii) Scale of styles that supports psychological needs. The results show that (i) the preference for traditional teaching styles is inversely related to the use of participatory assessment and grading processes and the assessment of the teaching practice by students; (ii) the preference for the rest of the teaching styles studied is related to the different forms of student participation in assessment and grading and with the self-assessment of the teaching practice; and (iii) there is a positive relationship between teachers who support an ego climate and identification preferably with traditional styles and those who support a task climate, styles that support autonomy and those who support relationships and identification with traditional styles. individualizing, socializing, cognitive and creativity.

Key Words: Teaching styles, autonomy, relationships, ego climate, task climate, self-assessment, peer assessment, grade.