Comiendop
A protocol to improve the motivational teaching styles of pre-service primary physical education teachers
Bibliographic Data
| ID | 22166239 |
|---|---|
| Authors | María Sanz-Remacha (0000-0002-4950-9487, Universidad de Zaragoza, corresponding author), José Antonio Julián Clemente (0000-0002-7076-6621, Universidad de Zaragoza), José Antonio Julián-Clemente, Alberto Aibar, Alberto Aibar Solana (0000-0001-9126-5976, Universidad de Zaragoza) |
| Year | 2025 |
| Volume | 10 |
| Publication date | 2025-11-03 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Frontiers in Education (JOURNAL) |
| Journal identifiers | ISSN: 2504-284X • E-ISSN: 2504-284X |
| Publisher | Frontiers Media SA (PUBLISHER • CH) |
| DOI | 10.3389/feduc.2025.1656711 |
| OpenAlex | W4415804600 |
| Language | EN |
| References cited | 33 |
Introduction Pre-service primary teachers, especially primary Physical Education (PE) teachers, must acquire core teaching skills and effective classroom management strategies. The acquisition of motivating teaching styles in PE lessons has positive consequences for both teachers and students. Grounded in Self-Determination Theory and the Circumplex Model, the present study presents the first intervention program designed to foster motivating teaching styles (i.e., autonomy support and structure) and prevent (de)motivating teaching styles (i.e., control and chaos) among preservice primary PE teachers. Methods The training program also strives to improve preservice primary PE teachers’ competence and motivation, which might increase motivation for PE and physical activity engagement in the students later under their charge. A quasi-experimental design was employed that took a mixedmethods approach. A total of 370 participants from the [anonymized peer review process] will participate in the study. Participants were divided into control and experimental groups. The intervention program is structured into two main phases (i.e., general and specific phases) and will last a total of 35 h. Theoretical and practical face-to-face sessions will be conducted by university PE specialist professors. Following the training program, participants will complete school placements to apply what they have learned. Findings and discussion Pre-service primary PE teachers will learn to effectively use motivational strategies and teaching skills, whilst also adopting motivating teaching styles during practical sessions. Motivation, (de)motivating teaching styles, and perceptions of efficacy and competence will be assessed via questionnaires and focus groups. Findings represent an important first step towards improving motivational training programs for pre-service primary PE teachers and improving the quality of university teaching
Athletic training · Autonomy · Perception · Physical education · Self-efficacy · Teaching method · Education, Achievement, and Giftedness · Motivation and Self-Concept in Sports · Physical Education and Pedagogy
Self-Determination Theory
Beware of your teaching style
Autonomy-supportive teaching
Self-determination theory in physical education
Pressure from above and pressure from below as determinants of teachers' motivation and teaching behaviors.
Toward an integrative and fine-grained insight in motivating and demotivating teaching styles
Strategies for ensuring trustworthiness in qualitative research projects
Basic psychological need satisfaction, need frustration, and need strength across four cultures
A motivational training program for secondary physical education teachers based on the circumplex model
Study protocol of a non-randomized controlled trial on a circumplex model-based motivational training program for pre-service physical education teachers
Perceived teachers’ behavior and students’ engagement in physical education
Self-determination theory applied to physical education
An Individualized Training Program for PE Teachers Based on Self-Determination Theory as a Way to Improve Students’ Psychosocial Health
Antecedents of primary school teachers’ need-supportive and need-thwarting styles in physical education
Development and evaluation of a training on need-supportive teaching in physical education
When teachers learn how to provide classroom structure in an autonomy-supportive way
Is high teacher directiveness always negative? Associations with students’ motivational outcomes in physical education
An online video annotation tool for optimizing secondary teachers’ motivating style
A classification system for teachers' motivational behaviors recommended in self-determination theory interventions
Satisfying students' psychological needs in the classroom
Qualitative Quality
| Citation velocity | historical |
|---|---|
| Highly cited | No |