Need-supportive professional development in elementary school physical education: Effects of a cluster-randomized control trial on teachers' motivating style and student physical activity

Sport, Exercise, and Performance Psychology

Volumn 7, Issue 2, 2018, Pages 218-234

  Escriva Boulley, Géraldine ^a   Tessier, Damien ^a   Ntoumanis, Nikos ^b   Sarrazin, Philippe ^a  

^a UNIV GRENOBLE ALPES   (France)

^b CURTIN UNIVERSITY   (Australia)

Author keywords

Cluster randomized control trial; Intervention; Motivation; Self determination theory; Teacher training

Indexed keywords

EID: 85040564477     PISSN: 21573905     EISSN: 21573913     Source Type: Journal    
DOI: 10.1037/spy0000119     Document Type: Article

References (65)

1. Aelterman, N., Vansteenkiste, M., Van den Berghe, L., De Meyer, J., & Haerens, L. (2014). Fostering a need-supportive teaching style: Intervention effects on physical education teachers' beliefs and teaching behaviors. Journal of Sport and Exercise Psychology, 36, 595-609. http://dx.doi.org/10 .1123/jsep.2013-0229
2. Andreacci, J. L., Dixon, C. B., Dube, J. J., & McConnell, T. R. (2007). Validation of SenseWear Pro 2 armband to assess energy expenditure during treadmill exercise in children 7-10 years of age. Journal of Exercise Physiology Online/American Society of Exercise Physiologists, 10, 35-42
3. Barkoukis, V., Ntoumanis, N., & Thøgersen-Ntoumani, C. (2010). Developmental changes in achievement motivation and affect in physical education: Growth trajectories and demographic differences. Psychology of Sport and Exercise, 11, 83-90. http://dx.doi.org/10.1016/j.psychsport .2009.04.008
4. Bartholomew, K., Ntoumanis, N., Mouratidis, A., Katartzi, E., Thøgersen-Ntoumani, C., & Vlachopoulos, S. (2018). Beware of your teaching style: A school-year long investigation of controlling teaching and student motivational experiences. Learning and Instruction, 53, 50-63
5. Bartholomew, K. J., Ntoumanis, N., & Thøgersen-Ntoumani, C. (2010). The controlling interpersonal style in a coaching context: Development and initial validation of a psychometric scale. Journal of Sport and Exercise Psychology, 32, 193-216. http://dx.doi.org/10.1123/jsep.32.2.193
6. Bassett, D. R., Fitzhugh, E. C., Heath, G. W., Erwin, P. C., Frederick, G. M., Wolff, D. L., Stout, A. B. (2013). Estimated energy expenditures for school-based policies and active living. American Journal of Preventive Medicine, 44, 108-113. http://dx.doi.org/10.1016/j.amepre.2012.10.017
7. Owen, K., Smith, J., Lubans, D. R., Ng, J. Y., & Lonsdale, C. (2014). Self-determined motivation and physical activity in children and adolescents: A systematic review and meta-analysis. Preventive Medicine, 67, 270-279. http://dx.doi.org/10.1016/ j.ypmed.2014.07.033
8. Bryk, A. S., & Raudenbush, S. W. (1992). Hierarchical linear models: Applications and data analysis methods. Newbury Park, CA: Sage
9. Button, K. S., Ioannidis, J. P., Mokrysz, C., Nosek, B. A., Flint, J., Robinson, E. S., & Munafò, M. R. (2013). Power failure: Why small sample size undermines the reliability of neuroscience. Nature Reviews Neuroscience, 14, 365-376. http://dx.doi .org/10.1038/nrn3475
10. Campbell, M. K., Elbourne, D. R., Altman, D. G., & the CONSORT group. (2004). CONSORT statement: Extension to cluster randomised trials. British Medical Journal, 328, 702-708. http://dx.doi .org/10.1136/bmj.328.7441.702
11. Center for Disease Control and Prevention. (2010). Division of Adolescent and School Health. Strategies to improve the quality of physical education. Washington, DC: United States Government
12. Center for Disease Control and Prevention. (2013). Comprehensive school physical activity programs: A guide for schools. Atlanta, GA: U.S. Department of Health and Human Services
13. Chatzisarantis, N. L., & Hagger, M. S. (2009). Effects of an intervention based on self-determination theory on self-reported leisure-time physical activity participation. Psychology and Health, 24, 29-48. http://dx.doi.org/10.1080/088704407 01809533
14. Cheon, S. H., & Reeve, J. (2013). Do the benefits from autonomy-supportive PE teacher training programs endure?: A one-year follow-up investigation. Psychology of Sport and Exercise, 14, 508-518. http://dx.doi.org/10.1016/j.psychsport .2013.02.002
15. Cheon, S. H., & Reeve, J. (2015). A classroom-based intervention to help teachers decrease students' amotivation. Contemporary Educational Psychology, 40, 99-111. http://dx.doi.org/10.1016/j .cedpsych.2014.06.004
16. Cheon, S. H., Reeve, J., & Moon, I. S. (2012). Experimentally based, longitudinally designed, teacher-focused intervention to help physical education teachers be more autonomy supportive toward their students. Journal of Sport and Exercise Psychology, 34, 365-396. http://dx.doi.org/10 .1123/jsep.34.3.365
17. Corder, K., Ekelund, U., Steele, R. M., Wareham, N. J., & Brage, S. (2008). Assessment of physical activity in youth. Journal of Applied Physiology, 105, 977-987. http://dx.doi.org/10.1152/japplphysiol. 00094.2008
18. Deci, E. L., & Ryan, R. M. (2002). Handbook of self-determination research. Rochester, NY: University of Rochester Press
19. De Meyer, J., Tallir, I., Soenens, B., Vansteenkiste, M., Aelterman, N., Van den Berghe, L., Haerens, L. (2014). Does observed controlling teaching behavior relate to students' motivation in physical education? Journal of Educational Psychology, 106, 541-554. http://dx.doi.org/10 .1037/a0034399
20. Fairclough, S. J., & Stratton, G. (2006). A review of physical activity levels during elementary school physical education. Journal of Teaching in Physical Education, 25, 240-257. http://dx.doi.org/10 .1123/jtpe.25.2.240
21. Faul, F., Erdfelder, E., Lang, A.-G., & Buchner, A. (2007). G Power 3: A flexible statistical power analysis program for the social, behavioral, and biomedical sciences. Behavior Research Methods, 39, 175-191. http://dx.doi.org/10.3758/BF031 93146
22. Feingold, A. (2013). A regression framework for effect size assessments in longitudinal modeling of group differences. Review of General Psychology, 17, 111-121. http://dx.doi.org/10.1037/a0030048
23. Forgas, J. P. (2002). Feeling and doing: Affective influences on interpersonal behavior. Psychological Inquiry, 13, 1-28. http://dx.doi.org/10.1207/ S15327965PLI1301_01
24. Haerens, L., Aelterman, N., Van den Berghe, L., De Meyer, J., Soenens, B., & Vansteenkiste, M. (2013). Observing physical education teachers' need-supportive interactions in classroom settings. Journal of Sport and Exercise Psychology, 35, 3-17. http://dx.doi.org/10.1123/jsep.35.1.3
25. Heck, R. H., Thomas, S. L., & Tabata, L. N. (2014). Multilevel and longitudinal modeling with IBM SPSS. New York, NY: Routledge
26. Hollis, J. L., Williams, A. J., Sutherland, R., Campbell, E., Nathan, N., Wolfenden, L., Wiggers, J. (2016). A systematic review and meta-analysis of moderate-to-vigorous physical activity levels in elementary school physical education lessons. Preventive Medicine, 86, 34-54. http://dx.doi.org/10 .1016/j.ypmed.2015.11.018
27. 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
28. Janssen, I., & Leblanc, A. G. (2010). Systematic review of the health benefits of physical activity and fitness in school-aged children and youth. The International Journal of Behavioral Nutrition and Physical Activity, 7, 40. http://dx.doi.org/10.1186/ 1479-5868-7-40
29. Koka, A., & Hein, V. (2005). The effect of perceived teacher feedback on intrinsic motivation in physical education. International Journal of Sport Psychology, 36, 91-106
30. Lonsdale, C., Lester, A., Owen, K. B., White, R. L., Moyes, I., Peralta, L., Lubans, D. R. (2016). An internet-supported physical activity intervention delivered in secondary schools located in low socio-economic status communities: Study protocol for the Activity and Motivation in Physical Education (AMPED) Cluster Randomized Controlled Trial. BMC Public Health, 16, 17. http://dx.doi .org/10.1186/s12889-015-2583-7
31. Lonsdale, C., Lester, A., Owen, K. B., White, R. L., Peralta, L., Kirwan, M., Lubans, D. R. (2017). An internet-supported school physical activity intervention in low socioeconomic status communi-ties: Results from the activity and motivation in physical education (AMPED) cluster randomised controlled trial. British Journal of Sports Medicine. Advance online publication. http://dx.doi .org/10.1136/bjsports-2017-097904
32. Lonsdale, C., Rosenkranz, R. R., Peralta, L. R., Bennie, A., Fahey, P., & Lubans, D. R. (2013). A systematic review and meta-analysis of interventions designed to increase moderate-to-vigorous physical activity in school physical education lessons. Preventive Medicine, 56, 152-161. http://dx .doi.org/10.1016/j.ypmed.2012.12.004
33. Matosic, D., Ntoumanis, N., & Quested, E. (2016). Antecedents of need supportive and controlling interpersonal styles from a self-determination theory perspective: A review and implications for sport psychology research. In M. Raab, P. Wylleman, R. Seiler, A. M. Elbe, & A. Hatzigeorgiadis (Eds.), New perspectives on sport and exercise psychology (pp. 145-180). London, United Kingdom: Elsevier. http://dx.doi.org/10.1016/B978-0-12-803634-1.00007-8
34. Maulana, R., Opdenakker, M. C., Stroet, K., & Bosker, R. (2013). Changes in teachers' involvement versus rejection and links with academic motivation during the first year of secondary education: A multilevel growth curve analysis. Journal of Youth and Adolescence, 42, 1348-1371. http://dx.doi.org/10.1007/s10964-013-9921-9
35. McCambridge, J., Witton, J., & Elbourne, D. R. (2014). Systematic review of the Hawthorne effect: New concepts are needed to study research participation effects. Journal of Clinical Epidemiology, 67, 267-277. http://dx.doi.org/10.1016/j .jclinepi.2013.08.015
36. Morris, J. G., Gorely, T., Sedgwick, M. J., Nevill, A., & Nevill, M. E. (2013). Effect of the great activity programme on healthy lifestyle behaviours in 7-11 year olds. Journal of Sports Sciences, 31, 1280-1293. http://dx.doi.org/10.1080/02640414.2013 .781665
37. Mouratidis, A., Vansteenkiste, M., Lens, W., & Sideridis, G. (2008). The motivating role of positive feedback in sport and physical education: Evidence for a motivational model. Journal of Sport and Exercise Psychology, 30, 240-268. http://dx .doi.org/10.1123/jsep.30.2.240
38. Ntoumanis, N. (2012). A self-determination theory perspective on motivation in sport and physical education: Current trends and possible future research directions. In G. C. Roberts & D. C. Treasure (Eds.), Motivation in sport and exercise (Vol. 3, pp. 91-128). Champaign, IL: Human Kinetics
39. Ntoumanis, N., Quested, E., Reeve, J., & Cheon, S. H. (2018). Need supportive communication: Implications for motivation in sport, exercise, and physical activity. In B. Jackson, J. A. Dimmock, & J. Compton (Eds.), Persuasion and communication in sport, exercise, and physical activity (pp. 155-169). Abingdon, United Kingdom: Routledge
40. Pate, R. R., Davis, M. G., Robinson, T. N., Stone, E. J., McKenzie, T. L., Young, J. C., & the American Heart Association Council on Nutrition, Physical Activity, and Metabolism (Physical Activity Committee), & the Council on Cardiovascular Disease in the Young, & the Council on Cardiovascular Nursing. (2006). Promoting physical activity in children and youth. Circulation, 114, 1214-1224. http://dx.doi.org/10.1161/CIRCULATIONAHA. 106.177052
41. Pelletier, L. G., Séguin-Lévesque, C., & Legault, L. (2002). Pressure from above and pressure from below as determinants of teachers' motivation and teaching behaviors. Journal of Educational Psychology, 94, 186-196. http://dx.doi.org/10.1037/ 0022-0663.94.1.186
42. Perlman, D. J. (2013). The influence of the social context on students' in-class physical activity. Journal of Teaching in Physical Education, 32, 46-60. http://dx.doi.org/10.1123/jtpe.32.1.46
43. Perlman, D. (2015). Assisting preservice teachers toward more motivationally supportive instruction. Journal of Teaching in Physical Education, 34, 119-130. http://dx.doi.org/10.1123/jtpe.2013-0208
44. 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
45. Reeve, J., & Cheon, H. S. (2014). An interventionbased program of research on teachers' motivating styles. In S. Karabenick & T. Urdan's (Eds.), Advances in motivation and achievement (Vol. 18, pp. 297-343). Bingley, United Kingdom: Emerald Group Publishing. http://dx.doi.org/10.1108/ S0749-742320140000018008
46. Reeve, J., Jang, H., Carrell, D., Jeon, S., & Barch, J. (2004). Enhancing students' engagement by increasing teachers' autonomy support. Motivation and Emotion, 28, 147-169. http://dx.doi.org/10 .1023/B:MOEM.0000032312.95499.6f
47. Reeve, J., Vansteenkiste, M., Assor, A., Ahmad, I., Cheon, S. H., Jang, H., Wang, C. K. J. (2014). The beliefs that underlie autonomy-supportive and controlling teaching: A multinational investigation. Motivation and Emotion, 38, 93-110. http:// dx.doi.org/10.1007/s11031-013-9367-0
48. Sarrazin, P. G., Tessier, D. P., Pelletier, L. G., Trouilloud, D. O., & Chanal, J. P. (2006). The effects of teachers' expectations about students' motivation on teachers' autonomy-supportive and controlling behaviors. International Journal of Sport and Exercise Psychology, 4, 283-301
49. Sierens, E., Vansteenkiste, M., Goossens, L., Soenens, B., & Dochy, F. (2009). The synergistic relationship of perceived autonomy support and structure in the prediction of self-regulated learning. British Journal of Educational Psychology, 79, 57-68. http://dx.doi.org/10.1348/000709908 X304398
50. Singer, J. D., & Willett, J. B. (2003). Applied longitudinal data analysis: Modeling change and event occurrence. New York, NY: Oxford University press. http://dx.doi.org/10.1093/acprof:oso/ 9780195152968.001.0001
51. Skinner, E., & Edge, K. (2002). Parenting, motivation, and the development of children's coping. In L. Crockett (Ed.), Agency, motivation, and the life course (Vol. 48, pp. 77-145). Lincoln, NE: University of Nebraska Press
52. Smith, N., Tessier, D., Tzioumakis, Y., Quested, E., Appleton, P., Sarrazin, P., Duda, J. L. (2015). Development and validation of the multidimensional motivational climate observation system. Journal of Sport and Exercise Psychology, 37, 4-22. http://dx.doi.org/10.1123/jsep.2014-0059
53. Standage, M., Gillison, F. B., Ntoumanis, N., & Treasure, D. C. (2012). Predicting students' physical activity and health-related well-being: A prospective cross-domain investigation of motivation across school physical education and exercise settings. Journal of Sport and Exercise Psychology, 34, 37-60. http://dx.doi.org/10.1123/jsep.34.1.37
54. Stroet, K., Opdenakker, M. C., & Minnaert, A. (2015). What motivates early adolescents for school? A longitudinal analysis of associations between observed teaching and motivation. Contemporary Educational Psychology, 42, 129-140. http://dx.doi.org/10.1016/j.cedpsych.2015.06.002
55. Su, Y.-L., & Reeve, J. (2011). A meta-analysis of the effectiveness of intervention programs designed to support autonomy. Educational Psychology Review, 23, 159-188. http://dx.doi.org/10.1007/ s10648-010-9142-7
56. Taylor, I. M., Ntoumanis, N., & Smith, B. (2009). The social context as a determinant of teacher motivational strategies in physical education. Psychology of Sport and Exercise, 10, 235-243. http:// dx.doi.org/10.1016/j.psychsport.2008.09.002
57. Tessier, D., Sarrazin, P., & Ntoumanis, N. (2008). The effects of an experimental program to support students' autonomy on the overt behaviours of physical education teachers. European Journal of Psychology of Education, 23, 239-253. http://dx .doi.org/10.1007/BF03172998
58. Tessier, D., Sarrazin, P., & Ntoumanis, N. (2010). The effect of an intervention to improve newly qualified teachers' interpersonal style, students' motivation and psychological need satisfaction in sport-based physical education. Contemporary Educational Psychology, 35, 242-253. http://dx.doi .org/10.1016/j.cedpsych.2010.05.005
59. Van den Berghe, L., Cardon, G., Tallir, I., Kirk, D., & Haerens, L. (2016). Dynamics of needsupportive and need-thwarting teaching behavior: The bidirectional relationship with student engagement and disengagement in the beginning of a lesson. Physical Education and Sport Pedagogy, 21, 653-670
60. Van den Berghe, L., Vansteenkiste, M., Cardon, G., Kirk, D., & Haerens, L. (2014). Research on selfdetermination in physical education: Key findings and proposals for future research. Physical Education and Sport Pedagogy, 19, 97-121. http://dx.doi .org/10.1080/17408989.2012.732563
61. Verloigne, M., Van Lippevelde, W., Maes, L., Yildirim, M., Chinapaw, M., Manios, Y., De Bourdeaudhuij, I. (2012). Levels of physical activity and sedentary time among 10-to 12-year-old boys and girls across 5 European countries using accelerometers: An observational study within the ENERGY-project. The International Journal of Behavioral Nutrition and Physical Activity, 9, 34-42. http://dx.doi.org/10.1186/1479-5868-9-34
62. Verstraete, S. J., Cardon, G. M., De Clercq, D. L., & De Bourdeaudhuij, I. M. (2007). A comprehensive physical activity promotion programme at elementary school: The effects on physical activity, physical fitness and psychosocial correlates of physical activity. Public Health Nutrition, 10, 477-484. http://dx.doi.org/10.1017/S1368980007223900
63. Vorwerg, Y., Petroff, D., Kiess, W., & Blüher, S. (2013). Physical activity in 3-6 year old children measured by SenseWear Pro®: Direct accelerometry in the course of the week and relation to weight status, media consumption, and socioeconomic factors. PLoS ONE, 8, e60619. http://dx.doi .org/10.1371/journal.pone.0060619
64. Wilson, A. J., Liu, Y., Keith, S. E., Wilson, A. H., Kermer, L. E., Zumbo, B. D., & Beauchamp, M. R. (2012). Transformational teaching and child psychological needs satisfaction, motivation, and engagement in elementary school physical education. Sport, Exercise, and Performance Psychology, 1, 215-230. http://dx.doi.org/10.1037/a0028635
65. World Health Organization. (2010). Global recommendations on physical activity for health. Geneva, Switzerland: Author