An Intervention to Improve Teachers' Interpersonally Involving Instructional Practices in High School Physical Education: Implications for Student Relatedness Support and In-Class Experiences

作者：Sparks, Cassandra^*; Lonsdale, Chris; Dimmock, James; Jackson, Ben

来源：Journal of Sport & Exercise Psychology, 2017, 39(2): 120-133.

DOI：10.1123/jsep.2016-0198

• enjoyment
• interpersonally involving
• need support
• relational efficacy
• self-determination theory
• teacher training

Research grounded in self-determination theory has demonstrated the important role of teachers in shaping students' physical education experiences. Utilizing a cluster-randomized controlled design, this study aimed to examine whether an interpersonally involving training program based on self-determination theory principles could enhance students' in-class experiences. With 18 teachers (males = 8, females = 10, M-age = 32.75, SD = 8.14) and a final sample of 382 students (males = 155, females = 227, M-age = 13.20, SD = 1.66), we implemented linear mixed modeling to investigate the effects on students' (a) perceived relatedness support and (b) enjoyment of physical education, tripartite efficacy beliefs (i.e., self-efficacy, other-efficacy, relation-inferred self-efficacy), self-determined motivation, and amotivation. Relative to those in the control condition, students in the treatment condition reported positive changes in teacher-provided relatedness support, enjoyment, other efficacy, and peer-focused relation-inferred self-efficacy. These findings demonstrate support for strategies designed to aid physical education teachers' relatedness-supportive instructional behaviors.

• 出版日期2017-4