Abstract
Grounded in SDT, several studies have highlighted the role of teachers’ motivating and demotivating styles for students’ motivation, learning, and physical activity in physical education (PE). However, most of these studies focused on a restricted number of motivating strategies (e.g., offering choice) or dimensions (e.g., autonomy support). Recently, researchers have developed the Situations-in-School (i.e., SIS-Education) questionnaire, which allows one to gain a more integrative and fine-grained insight into teachers’ engagement in autonomy-support, structure, control, and chaos through a circular structure (i.e., a circumplex). Although teaching in PE resembles teaching in academic courses in many ways, some of the items of the original situation-based questionnaire (e.g., regarding homework) are irrelevant to the PE context. In the present study, we therefore sought to develop a modified, PE-friendly version of this earlier validated SIS-questionnaire—the SIS-PE. Findings in a sample of Belgian (N = 136) and French (N = 259) PE teachers, examined together and as independent samples, showed that the variation in PE teachers’ motivating styles in this adapted version is also best captured by a circumplex structure, with four overarching styles and eight subareas differing in their level of need support and directiveness. The SIS-PE possesses excellent convergent and concurrent validity. With the adaptations being successful, great opportunities for future research on PE teachers (de-)motivating styles are created.
Highlights
IntroductionThrough their motivating style, i.e., the interpersonal sentiment and behaviors teachers use to motivate their students [1], physical education (PE) teachers play a major role in fostering positive experiences in PE
We investigated the concurrent validity of the SIS-physical education (PE) by examining antecedents of PE teachers’motivating styles
To investigate whether the variety of assessed teaching strategies were organized along two dimensions, we evaluated several configurations ranging from a one-dimensional up to a six-dimensional solution produced by non-metric Multidimensional Scaling (MDS)
Summary
Through their motivating style, i.e., the interpersonal sentiment and behaviors teachers use to motivate their students [1], physical education (PE) teachers play a major role in fostering positive experiences in PE. Teachers can adopt a demotivating style, hereby inducting negative student experiences. Teachers’ motivating style is characterized by the provision of autonomy-support [3], structure [4] and involvement [5]. Teachers demotivating style is described as controlling [6], chaotic [7] and cold [8]. A characteristic of the current SDT-based literature on teachers’ motivating or demotivating style in PE is that, in most studies, only one (e.g., autonomy-support) or two dimensions (e.g., autonomy-support and control) of teachers’
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