Effects of spectrum teaching styles on college students’ psychological needs satisfaction and self-determined motivation
Bibliographic Data
| ID | 12565244 |
|---|---|
| Authors | Stephanie Kirby (Western Oregon University, Monmouth, OR, USA), Stephanie L Kirby (Western Oregon University), Mark Byra (University of Wyoming, WY, USA, corresponding author), Tucker Readdy (0000-0002-9995-2479, Kinesiology and Health, University of Wyoming, WY, USA), Tristan Wallhead (0000-0001-8553-7832, Kinesiology and Health, University of Wyoming, WY, USA) |
| Year | 2015 |
| Volume | 21 |
| Issue | 4 |
| Pages | 521-540 |
| Publication date | 2015-05-07 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | European Physical Education Review (JOURNAL) |
| Journal identifiers | ISSN: 1356-336X • E-ISSN: 1741-2749 |
| Publisher | SAGE Publishing (PUBLISHER • US) |
| DOI | 10.1177/1356336x15585010 |
| OpenAlex | W2157078206 |
| Language | EN |
| Citations received | 6 |
| References cited | 45 |
The purpose of this study was to explore the effect of two landmark spectrum styles, practice and inclusion, on students’ basic psychological needs satisfaction and self-determined motivation. Twelve classes of college-aged students ( n = 149) participated in two badminton lessons taught under the conditions of the practice and inclusion styles. The basic psychological needs for physical education scale (BPN-PE) and situational intrinsic motivation scale (SIMS) were administered prior to the implementation of the two style-specific lessons and following each lesson. Students’ perceptions of fun, learning, and motivation and experience with the two teaching styles were examined through a post-study questionnaire. One-way ANOVAs with repeated measures were used to determine whether the interventions (teaching styles) had an effect on student psychological needs satisfaction, motivational behavioural regulation, perceptions of fun, learning, and motivation, and experience with the teaching experiences. Findings revealed that the students’ perceptions of autonomy and competence (BPN-PE) and identified regulation motivation (SIMS) in badminton increased as a result of the teaching styles intervention. No between style differences were found. Instruction delivered under the conditions of both the practice and inclusion styles was found to be equally effective in positively influencing students’ basic psychological need satisfaction and level of self-determined motivation
Autonomy · Competence (human resources · Inclusion (mineral · Intrinsic motivation · Mathematics education · Perception · Physical education · Psychological intervention · Scale (ratio · Self-determination theory · Situational ethics · Applied Psychology · Behavioral Health and Interventions · Motivation and Self-Concept in Sports · Psychology · Social Psychology · Sport Psychology and Performance
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| Unique citing works | 6 |
|---|---|
| Citations per year | 1.2 |
| Citation span | 2021 - 2025 (5) |
| Citation velocity | recent |
| Highly cited | No |
| Citation types | Neutral: 6 |