What Kind of Interpersonal Need-Supportive or Need-Thwarting Teaching Style Is More Associated with Positive Consequences in Physical Education?

Autor/inn/en	Leo, Francisco M.; Behzadnia, Behzad; López-Gajardo, Miguel A.; Batista, Marco; Pulido, Juan J.
Titel	What Kind of Interpersonal Need-Supportive or Need-Thwarting Teaching Style Is More Associated with Positive Consequences in Physical Education?
Quelle	In: Journal of Teaching in Physical Education, 42 (2023) 3, S.461-470 (10 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Leo, Francisco M.) ORCID (Behzadnia, Behzad) ORCID (López-Gajardo, Miguel A.) ORCID (Batista, Marco) ORCID (Pulido, Juan J.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0273-5024
Schlagwörter	Physical Education; Teaching Styles; Student Motivation; Elementary School Students; Secondary School Students; Value Judgment; Intention; Physical Activity Level; Competence; Interpersonal Relationship; Physical Education Teachers; Foreign Countries; Spain + Suchen Sie Ihr Suchwort? Körpererziehung; Sportunterricht; Lehrstil; Unterrichtsstil; Schulische Motivation; Sekundarschüler; Werturteil; Kompetenz; Interpersonal relation; Interpersonal relations; Interpersonelle Beziehung; Zwischenmenschliche Beziehung; Physical education; Physical training; Teacher; Teachers; Sportlehrer; Ausland; Spanien
Abstract	Purpose: Based on a multilevel approach (individual and class level), this study aimed to test which need-supportive/thwarting teaching styles were more closely associated with students' motivation and other positive physical education (PE) out-of-school consequences. Method: Participants were 654 primary (n = 385) and secondary (n = 269) PE students (M[subscript age] = 11.96 ± 1.95; boys = 317 and girls = 337). Results: The three need-supportive teaching behaviors were related to autonomous motivation, PE importance and usefulness, and the intentions to practice physical activity at the individual level; the role of competence support at both individual and class levels is highlighted. Competence-thwarting style was also negatively related to autonomous motivation at both levels, and jointly to relatedness-thwarting behaviors positively to a motivation at the individual level. Conclusion: Our results provide insight into how the specific type of interpersonal styles adopted by teachers can be decisive to achieve positive PE outcomes in and out of school. (As Provided).
Anmerkungen	Human Kinetics, Inc. 1607 North Market Street, Champaign, IL 61820. Tel: 800-474-4457; Fax: 217-351-1549; e-mail: info@hkusa.com; Web site: http://journals.humankinetics.com/journal/jtpe
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01