Are physical education teachers’ autonomy-supportive behaviors related to high-school students’ actual game-play performance
Bibliographic Data
| ID | 21784070 |
|---|---|
| Authors | Behzad Behzadnia (0000-0001-6875-451X, University of Tabriz, corresponding author), Paul J C Adachi (University of Rochester), Edward L Deci (0000-0001-8246-8536, University of South-Eastern Norway) |
| Year | 2025 |
| Pages | 1-16 |
| Publication date | 2025-01-26 |
| Peer Reviewed | Yes |
| Open Access | No |
| Type | ARTICLE |
| Venue | Physical Education and Sport Pedagogy (JOURNAL) |
| Journal identifiers | ISSN: 1740-8989 • E-ISSN: 1742-5786 |
| Publisher | Informa UK Limited (PUBLISHER • GB) |
| DOI | 10.1080/17408989.2025.2456702 |
| OpenAlex | W4406851031 |
| Language | EN |
| Citations received | 3 |
| References cited | 53 |
Background Although studies based on self-determination theory have shown a relation between teachers’ autonomy-supportive teaching behaviors and students’ positive outcomes in physical education (PE), only a few studies have tested the relation between autonomy support and students’ actual game-play performance in a PE context.Purpose The purpose of this study was to examine whether physical education (PE) teachers’ autonomy-supportive behaviors would predict high school students’ actual game-play performance in PE activities.Method A total of 286 students (Mage = 15.24, SD = 3.99) reported on their perceptions of their teachers’ autonomy-supportive behaviors, their experience of need satisfaction, and their autonomous motivation toward learning PE activities questionnaires. Teachers (N = 7, female = 3, Mage = 38.57) and an expert rater measured students’ actual game-play performance with a comprehensive behavioral assessment tool.Results The results revealed that teachers’ autonomy support correlated positively with students’ psychological variables of need satisfaction, and autonomous motivation. Need satisfaction and autonomous motivation positively correlated with game performance either measured by teachers or measured by the expert rater. A path analysis showed that autonomy support positively predicted actual game performance measured by the expert rater (β = .05; p < .05) through need satisfaction and autonomous motivation.Conclusion The results suggest that PE teachers’ autonomy-supportive teaching styles promote not only students’ need satisfaction and autonomous motivation in PE activities, but also their actual game-play performance
Autonomy · Mathematics education · Pedagogy · Physical education · Political science · Education, Achievement, and Giftedness · Motivation and Self-Concept in Sports · Psychology · Youth Development and Social Support
Intrinsic Motivation
Self-Determination Theory
Do perceived autonomy-supportive and controlling teaching relate to physical education students' motivational experiences through unique pathways? Distinguishing between the bright and dark side of motivation
Response Burden and Questionnaire Length
Research on self-determination in physical education
Different combinations of perceived autonomy support and control
Self-determination and STEM education
Tracking Physical Activity and Sedentary Behavior in Childhood
Experimentally Based, Longitudinally Designed, Teacher-Focused Intervention to Help Physical Education Teachers Be More Autonomy Supportive Toward Their Students
Autonomy-supportive teaching
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Missing Data Techniques for Structural Equation Modeling.
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A Prospective Study of Participation in Optional School Physical Education Using a Self-Determination Theory Framework.
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The Processes by Which Perceived Autonomy Support in Physical Education Promotes Leisure-Time Physical Activity Intentions and Behavior
Motivation reconsidered
Basic psychological need satisfaction, need frustration, and need strength across four cultures
Intrinsic Motivation and Self-Determination in Human Behavior
The importance of satisfying children’s basic psychological needs in primary school physical education for PE-motivation, and its relations with fundamental motor and PE-related skills
Validation of the Five‐item Learning Climate Questionnaire as a measure of teacher autonomy support in the classroom
Self-determination theory applied to physical education
Self-determination theory and the facilitation of intrinsic motivation, social development, and well-being
Self-determination theory and the facilitation of intrinsic motivation, social development, and well-being
Autonomy support, motivational climate, enjoyment and perceived competence in physical education
Coefficient alpha and the internal structure of tests
Motivating Learning, Performance, and Persistence
Current patterns of parental authority
The "What" and "Why" of Goal Pursuits
A test of self-determination theory in school physical education
The need to belong
| Unique citing works | 3 |
|---|---|
| Citations per year | 3 |
| Citation span | 2025 - 2026 (2) |
| Citation velocity | current |
| Highly cited | No |
| Citation types | Neutral: 3 |