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The effect of an intervention to improve newly qualified teachers’ interpersonal style, students motivation and psychological need satisfaction in sport-based physical education

Tessier, Damien and Sarrazin, Philippe and Ntoumanis, Nikos (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 (4). pp. 242-253. ISSN 0361-476X

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URL of Published Version: http://www.sciencedirect.com/science/journal/0361476X

Identification Number/DOI: 10.1016/j.cedpsych.2010.05.005

Recent developments in self-determination theory research in the educational setting (e.g., Reeve, Deci, & Ryan, 2004), suggest that teachers’ interpersonal style should be considered as consisting of three dimensions: autonomy support, structure and interpersonal involvement. Based on this theoretical proposition, the purpose of the present study was to test the effects of a training program for three physical education newly qualified teachers on the aforementioned teachers’ overt behaviors and students’ psychological needs satisfaction, self-determined motivation and engagement in sport-based physical education. After a baseline period of four lessons, the teachers attended an informational session on adaptive student motivation and how to support it. The training program also included individualized guidance during the last four lessons of the cycle. Results revealed that from pre- to post-intervention: (1) teachers managed to improve their teaching style in terms of all three dimensions, and (2) students were receptive to these changes, as shown by increases in their reported need satisfaction, self-determined motivation and engagement in the class.

Type of Work:Article
Date:October 2010 (Publication)
School/Faculty:Colleges (2008 onwards) > College of Life & Environmental Sciences
Department:School of Sport and Exercise Sciences
Subjects:GV Recreation Leisure
BF Psychology
Institution:University of Birmingham
Copyright Holders:Elsevier
ID Code:573
Refereed:YES
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