Do Observed Teaching Behaviors Relate to Students’ Engagement in Physical Education?
Abstract
:1. Introduction
2. Materials and Methods
2.1. Participants
2.2. Procedure
- Design of the final observation sheet to allow for teaching behavior coding and student engagement.
- Coding of teaching behaviors in 5-min intervals in each session.
- Coding of the student’s engagement in 5-min intervals in each session.
- Export of results and data analysis.
2.3. Instruments
2.3.1. Teaching Behavior
2.3.2. Students’ Behavioral Engagement
2.4. Data Analysis
3. Results
4. Discussion
5. Conclusions
Supplementary Materials
Author Contributions
Funding
Institutional Review Board Statement
Informed Consent Statement
Data Availability Statement
Conflicts of Interest
References
- Langford, R.; Bonell, C.; Jones, H.E.; Pouliou, T.; Murphy, S.; Waters, E.; Komro, K.A.; Gibbs, L.; Magnus, D.; Campbell, R. The World Health Organization’s Health Promoting Schools framework: A Cochrane systematic review and meta-analysis. BMC Public Health 2015, 15, 1–15. [Google Scholar] [CrossRef] [PubMed] [Green Version]
- Lonsdale, C.; Sabiston, C.M.; Raedeke, T.D.; Ha, A.S.; Sum, R.K. Self-determined motivation and students’ physical activity during structured physical education lessons and free choice periods. Prev. Med. 2009, 48, 69–73. [Google Scholar] [CrossRef]
- Fredricks, J.A.; Blumenfeld, P.C.; Paris, A.H. School Engagement: Potential of the Concept, State of the Evidence. Rev. Educ. Res. 2004, 74, 59–109. [Google Scholar] [CrossRef] [Green Version]
- Furrer, C.; Skinner, E. Sense of relatedness as a factor in children’s academic engagement and performance. J. Educ. Psychol. 2003, 95, 148–162. [Google Scholar] [CrossRef]
- Reeve, J.; Jang, H.; Carrell, D.; Jeon, S.; Barch, J. Enhancing Students’ Engagement by Increasing Teachers’ Autonomy Support. Motiv. Emot. 2004, 28, 147–169. [Google Scholar] [CrossRef]
- Skinner, E.A.; Kindermann, T.A.; Connell, J.P.; Wellborn, J.G. Engagement and disaffection as organizational constructs in the dynamics of motivational development. In Handbook of Motivation at School. Educational Psychology Handbook Series; Routledge/Taylor & Francis Group: New York, NY, USA, 2009; pp. 223–245. [Google Scholar]
- Skinner, E.; Furrer, C.; Marchand, G.; Kindermann, T. Engagement and disaffection in the classroom: Part of a larger motivational dynamic? J. Educ. Psychol. 2008, 100, 765–781. [Google Scholar] [CrossRef] [Green Version]
- Hospel, V.; Galand, B.; Janosz, M. Multidimensionality of behavioural engagement: Empirical support and implications. Int. J. Educ. Res. 2016, 77, 37–49. [Google Scholar] [CrossRef]
- Mouratidis, A.; Vansteenkiste, M.; Lens, W.; Sideridis, G. The Motivating Role of Positive Feedback in Sport and Physical Education: Evidence for a Motivational Model. J. Sport Exerc. Psychol. 2008, 30, 240–268. [Google Scholar] [CrossRef] [Green Version]
- Aelterman, N.; Vansteenkiste, M.; Van Keer, H.; Berghe, L.V.D.; De Meyer, J.; Haerens, L. Students’ Objectively Measured Physical Activity Levels and Engagement as a Function of Between-Class and Between-Student Differences in Motivation Toward Physical Education. J. Sport Exerc. Psychol. 2012, 34, 457–480. [Google Scholar] [CrossRef] [Green Version]
- Curran, T.; Standage, M. Psychological Needs and the Quality of Student Engagement in Physical Education: Teachers as Key Facilitators. J. Teach. Phys. Educ. 2017, 36, 262–276. [Google Scholar] [CrossRef]
- Deci, E.L.; Ryan, R.M. Intrinsic Motivation and Self-Determination in Human Behaviour; Plenum: New York, NY, USA, 1985. [Google Scholar]
- Deci, E.L.; Ryan, R.M. The “What” and “Why” of Goal Pursuits: Human Needs and the Self-Determination of Behavior. Psychol. Inq. 2000, 11, 227–268. [Google Scholar] [CrossRef]
- Haerens, L.; Vansteenkiste, M.; De Meester, A.; Delrue, J.; Tallir, I.; Broek, G.V.; Goris, W.; Aelterman, N. Different combinations of perceived autonomy support and control: Identifying the most optimal motivating style. Phys. Educ. Sport Pedagog. 2018, 23, 16–36. [Google Scholar] [CrossRef]
- Ryan, R.M.; Deci, E.L. Self-Determination Theory. Basic Psychological Needs in Motivation, Development and Wellness; Guilford Press: New York, NY, USA, 2017. [Google Scholar]
- Hsu, W.-T.; Shang, I.-W.; Hsiao, C.-H. Perceived teachers’ autonomy support, positive behaviour, and misbehaviour in physical education: The roles of advantageous comparison and non-responsibility. Eur. Phys. Educ. Rev. 2020, 10. [Google Scholar] [CrossRef]
- Vasconcellos, D.; Parker, P.D.; Hilland, T.; Cinelli, R.; Owen, K.B.; Kapsal, N.; Lee, J.; Antczak, D.; Ntoumanis, N.; Ryan, R.M.; et al. Self-determination theory applied to physical education: A systematic review and meta-analysis. J. Educ. Psychol. 2020, 112, 1444–1469. [Google Scholar] [CrossRef]
- De Meyer, J.; Tallir, I.B.; Soenens, B.; Vansteenkiste, M.; Aelterman, N.; Berghe, L.V.D.; Speleers, L.; Haerens, L. Does observed controlling teaching behavior relate to students’ motivation in physical education? J. Educ. Psychol. 2014, 106, 541–554. [Google Scholar] [CrossRef] [Green Version]
- Fin, G.; Moreno-Murcia, J.A.; León, J.; Baretta, E.; Júnior, R.J.N. Teachers’ Interpersonal Style in Physical Education: Exploring Patterns of Students’ Self-Determined Motivation and Enjoyment of Physical Activity in a Longitudinal Study. Front. Psychol. 2019, 9, 2721. [Google Scholar] [CrossRef] [Green Version]
- Langdon, J.L.; Webster, C.A.; Monsma, E.V.; Harris, B.S. A Content Analysis of Teacher Autonomy Support During a High School Volleyball Unit. Phys. Educ. 2019, 76, 385–409. [Google Scholar] [CrossRef]
- Meng, H.Y.; Keng, J.W.C. The effectiveness of an Autonomy-Supportive Teaching Structure in Physical Education. [Eficacia de la estructura de enseñanza con soporte de autonomía en educación física]. RICYDE. Rev. Int. Cienc. Deport. 2016, 12, 5–28. [Google Scholar] [CrossRef]
- Tessier, D.; Sarrazin, P.; Ntoumanis, N. The effect of an intervention to improve newly qualified teachers’ interpersonal style, students motivation and psychological need satisfaction in sport-based physical education. Contemp. Educ. Psychol. 2010, 35, 242–253. [Google Scholar] [CrossRef] [Green Version]
- Reeve, J. Why Teachers Adopt a Controlling Motivating Style Toward Students and How They Can Become More Autonomy Supportive. Educ. Psychol. 2009, 44, 159–175. [Google Scholar] [CrossRef]
- Vansteenkiste, M.; Niemiec, C.P.; Soenens, B. The development of the five mini-theories of self-determination theory: An historical overview, emerging trends, and future directions. In The Decade Ahead: Applications and Contexts of Motivation and Achievement; Emerald Group Publishing Limited: Bingley, UK, 2010; pp. 105–165. [Google Scholar]
- Jang, H.; Reeve, J.; Deci, E.L. Engaging students in learning activities: It is not autonomy support or structure but autonomy support and structure. J. Educ. Psychol. 2010, 102, 588–600. [Google Scholar] [CrossRef] [Green Version]
- Reeve, J.; Jang, H. What teachers say and do to support students’ autonomy during a learning activity. J. Educ. Psychol. 2006, 98, 209–218. [Google Scholar] [CrossRef]
- Haerens, L.; Aelterman, N.; Berghe, L.V.D.; De Meyer, J.; Soenens, B.; Vansteenkiste, M. Observing Physical Education Teachers’ Need-Supportive Interactions in Classroom Settings. J. Sport Exerc. Psychol. 2013, 35, 3–17. [Google Scholar] [CrossRef]
- Cox, A.; Williams, L. The Roles of Perceived Teacher Support, Motivational Climate, and Psychological Need Satisfaction in Students’ Physical Education Motivation. J. Sport Exerc. Psychol. 2008, 30, 222–239. [Google Scholar] [CrossRef] [PubMed] [Green Version]
- Skinner, E.A.; Belmont, M.J. Motivation in the classroom: Reciprocal effects of teacher behavior and student engagement across the school year. J. Educ. Psychol. 1993, 85, 571–581. [Google Scholar] [CrossRef]
- Bartholomew, K.J.; Ntoumanis, N.; Ryan, R.M.; Bosch, J.A.; Thøgersen-Ntoumani, C. Self-Determination Theory and Diminished Functioning. Pers. Soc. Psychol. Bull. 2011, 37, 1459–1473. [Google Scholar] [CrossRef] [Green Version]
- Soenens, B.; Sierens, E.; Vansteenkiste, M.; Dochy, F.; Goossens, L. Psychologically controlling teaching: Examining outcomes, antecedents, and mediators. J. Educ. Psychol. 2012, 104, 108–120. [Google Scholar] [CrossRef] [Green Version]
- Berghe, L.V.D.; Soenens, B.; Vansteenkiste, M.; Aelterman, N.; Cardon, G.; Tallir, I.B.; Haerens, L. Observed need-supportive and need-thwarting teaching behavior in physical education: Do teachers’ motivational orientations matter? Psychol. Sport Exerc. 2013, 14, 650–661. [Google Scholar] [CrossRef]
- Escriva-Boulley, G.; Tessier, D.; Ntoumanis, N.; Sarrazin, P. Need-supportive professional development in elementary school physical education: Effects of a cluster-randomized control trial on teachers’ motivating style and student physical activity. Sport Exerc. Perform. Psychol. 2018, 7, 218–234. [Google Scholar] [CrossRef] [Green Version]
- De Meyer, J.; Soenens, B.; Vansteenkiste, M.; Aelterman, N.; Van Petegem, S.; Haerens, L. Do students with different motives for physical education respond differently to autonomy-supportive and controlling teaching? Psychol. Sport Exerc. 2016, 22, 72–82. [Google Scholar] [CrossRef]
- Haerens, L.; Aelterman, N.; Vansteenkiste, M.; Soenens, B.; Van Petegem, S. 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. Psychol. Sport Exerc. 2015, 16, 26–36. [Google Scholar] [CrossRef]
- Espinosa, A.D.C.D.; Aguilera Mijares, S.; Acosta Canales, T.T.; Navarro Contreras, G.; Ruiz Paniagua, Z. La deseabilidad social revalorada: Más que una distorsión, una necesidad de aprobación social. Acta Investig. Psicol. 2012, 2, 808–824. [Google Scholar] [CrossRef]
- Argilaga, M.T.A.; Villaseñor, A.B.; Mendo, A.H.; López, J.L.L. Diseños observacionales: Ajuste y aplicación en psicología del deporte/Observational designs: Their suitability and application in sports psychology. Cuad. Psicol. Deport. 2011, 11, 63–76. [Google Scholar]
- Thomas, J.R.; Nelson, J.K. Métodos de Investigación en Actividad Física; Paidotribo: Badalona, Spain, 2007. [Google Scholar]
- Anguera, M.T.; Hernández-Mendo, A. La metodología observacional en el ámbito del deporte. Rev. Cienc. Deport. 2013, 9, 135–160. [Google Scholar]
- Anguera, M.T.; Portell, M.; Chacón-Moscoso, S.; Sanduvete-Chaves, S. Indirect Observation in Everyday Contexts: Concepts and Methodological Guidelines within a Mixed Methods Framework. Front. Psychol. 2018, 9, 13. [Google Scholar] [CrossRef]
- American Psychological Association. Ethical Principles of Psychologists and Code of Conduct. Am. Psychol. 2002, 57, 1060–1073. [Google Scholar] [CrossRef]
- Soto, A.; Camerino, O.; Iglesias, X.; Anguera, M.T.; Castañer, M. LINCE PLUS: Research Software for Behavior Video Analysis. Apunts Educ. Física Esports 2019, 149–153. [Google Scholar] [CrossRef]
- Draper, N.; Smith, H. Applied Regression Analysis, 2nd ed.; John Wiley & Sons Inc.: Hoboken, NJ, USA, 1981. [Google Scholar]
- Moreno-Murcia, J.A.; Sánchez-Latorre, F. The effects of autonomy support in physical education classes [Efectos del soporte de autonomía en clases de educación física]. RICYDE. Rev. Int. Cienc. Deport. 2016, 12, 79–89. [Google Scholar] [CrossRef]
- Koka, A.; Hein, V. Perceptions of teacher’s feedback and learning environment as predictors of intrinsic motivation in physical education. Psychol. Sport Exerc. 2003, 4, 333–346. [Google Scholar] [CrossRef]
- Nicaise, V.; Cogérino, G.; Bois, J.; Amorose, A.J. Students’ Perceptions of Teacher Feedback and Physical Competence in Physical Education Classes: Gender Effects. J. Teach. Phys. Educ. 2006, 25, 36–57. [Google Scholar] [CrossRef] [Green Version]
- Brehaut, J.C.; Colquhoun, H.L.; Eva, K.W.; Carroll, K.; Sales, A.; Michie, S.; Ivers, N.; Grimshaw, J.M. Practice Feedback Interventions: 15 Suggestions for Optimizing Effectiveness. Ann. Intern. Med. 2016, 164, 435–441. [Google Scholar] [CrossRef] [PubMed]
- Amado, D.; Del Villar, F.; Leo, F.M.; Sánchez-Oliva, D.; Sánchez-Miguel, P.A.; García-Calvo, T. Effect of a Multi-Dimensional Intervention Programme on the Motivation of Physical Education Students. PLoS ONE 2014, 9, e85275. [Google Scholar] [CrossRef] [Green Version]
- Cheon, S.H.; Reeve, J.; Moon, I.S. Experimentally Based, Longitudinally Designed, Teacher-Focused Intervention to Help Physical Education Teachers Be More Autonomy Supportive Toward Their Students. J. Sport Exerc. Psychol. 2012, 34, 365–396. [Google Scholar] [CrossRef] [Green Version]
- Shen, B.; McCaughtry, N.; Martin, J.; Fahlman, M. Effects of Teacher Autonomy Support and Students’ Autonomous Motivation on Learning in Physical Education. Res. Q. Exerc. Sport 2009, 80, 44–53. [Google Scholar] [CrossRef] [PubMed]
- Amorose, A.J.; Anderson-Butcher, D. Autonomy-supportive coaching and self-determined motivation in high school and college athletes: A test of self-determination theory. Psychol. Sport Exerc. 2007, 8, 654–670. [Google Scholar] [CrossRef]
- De Muynck, G.-J.; Vansteenkiste, M.; Delrue, J.; Aelterman, N.; Haerens, L.; Soenens, B. The Effects of Feedback Valence and Style on Need Satisfaction, Self-Talk, and Perseverance among Tennis Players: An Experimental Study. J. Sport Exerc. Psychol. 2017, 39, 67–80. [Google Scholar] [CrossRef] [Green Version]
- Gagné, M.; Ryan, R.M.; Bargman, K. Autonomy support and need satisfaction in the motivation and well-being of gymnasts. J. Appl. Sport Psychol. 2003, 15, 372–390. [Google Scholar] [CrossRef]
- Aelterman, N.; Vansteenkiste, M.; Haerens, L.; Soenens, B.; Fontaine, J.R.J.; Reeve, J. Toward an integrative and fine-grained insight in motivating and demotivating teaching styles: The merits of a circumplex approach. J. Educ. Psychol. 2019, 111, 497–521. [Google Scholar] [CrossRef]
- Delrue, J.; Reynders, B.; Broek, G.V.; Aelterman, N.; De Backer, M.; Decroos, S.; De Muynck, G.-J.; Fontaine, J.; Fransen, K.; Van Puyenbroeck, S.; et al. Adopting a helicopter-perspective towards motivating and demotivating coaching: A circumplex approach. Psychol. Sport Exerc. 2019, 40, 110–126. [Google Scholar] [CrossRef]
- Berghe, L.V.D.; Soenens, B.; Aelterman, N.; Cardon, G.; Tallir, I.B.; Haerens, L. Within-person profiles of teachers’ motivation to teach: Associations with need satisfaction at work, need-supportive teaching, and burnout. Psychol. Sport Exerc. 2014, 15, 407–417. [Google Scholar] [CrossRef]
- Abós, Á.; Haerens, L.; Sevil, J.; Aelterman, N.; García-González, L. Teachers’ motivation in relation to their psychological functioning and interpersonal style: A variable- and person-centered approach. Teach. Teach. Educ. 2018, 74, 21–34. [Google Scholar] [CrossRef]
- Coterón, J.; Franco, E.; Ocete, C.; Pérez-Tejero, J. Teachers’ Psychological Needs Satisfaction and Thwarting: Can They Explain Students’ Behavioural Engagement in Physical Education? A Multi-Level Analysis. Int. J. Environ. Res. Public Health 2020, 17, 8573. [Google Scholar] [CrossRef] [PubMed]
- Franco, E.; Coterón, J. The Effects of a Physical Education Intervention to Support the Satisfaction of Basic Psychological Needs on the Motivation and Intentions to Be Physically Active. J. Hum. Kinet. 2017, 59, 5–15. [Google Scholar] [CrossRef] [Green Version]
- Berghe, L.V.D.; Cardon, G.; Tallir, I.; Kirk, D.; Haerens, L. Dynamics of need-supportive and need-thwarting teaching behavior: The bidirectional relationship with student engagement and disengagement in the beginning of a lesson. Phys. Educ. Sport Pedagog. 2015, 21, 653–670. [Google Scholar] [CrossRef] [Green Version]
- Franco, E.; Coterón, J.; Huéscar, E.; Moreno-Murcia, J.A. A Person-Centered Approach in Physical Education to Better Understand Low-Motivation Students. J. Teach. Phys. Educ. 2020, 39, 91–101. [Google Scholar] [CrossRef]
- Coterón, J.; Franco, E. Relación entre la motivación y el compromiso del alumnado en educación física y el burnout del docente. Sportis. Rev. Técnico-Científica Deporte Esc. Educ. Fïsica Psicomot. 2019, 5, 101–117. [Google Scholar] [CrossRef] [Green Version]
- Moreno Murcia, J.A.; Rodríguez, P.L.; Gutiérrez, M. Intereses y actitudes hacia la educación física. Rev. Esp. Educ. Fís. 2003, 11, 14–28. [Google Scholar]
- Murillo, B.; Julián, J.A.; García-González, L.; Abarca-Sos, A.; Zaragoza, J. Influencia del género y de los contenidos sobre la actividad física y la percepción de competencia en Educación Física. [Effect of gender and contents on physical activity and perceived competence in Physical Education]. RICYDE. Rev. Int. Cienc. Deport. 2014, 10, 131–143. [Google Scholar] [CrossRef] [Green Version]
- Erwin, H.E.; Stellino, M.B.; Beets, M.W.; Beighle, A.; Johnson, C.E. Physical Education Lesson Content and Teacher Style and Elementary Students’ Motivation and Physical Activity Levels. J. Teach. Phys. Educ. 2013, 32, 321–334. [Google Scholar] [CrossRef]
T | N | G | A | YE | MG | SG | TS | IS | 5-Min | T |
---|---|---|---|---|---|---|---|---|---|---|
T01 | Spanish | Male | 55 | 30 | 5 | 0 | 4 | 2 | 47 | 5 |
T02 | Spanish | Male | 41 | 15 | 6 | 0 | 2 | 4 | 53 | 6 |
T03 | Spanish | Female | 30 | 4 | 5 | 0 | 2 | 4 | 48 | 5 |
T04 | Argentine | Male | 32 | 10 | 0 | 5 | 3 | 2 | 51 | 5 |
T05 | Argentine | Female | 37 | 10 | 2 | 3 | 3 | 2 | 50 | 5 |
T06 | Argentine | Female | 27 | 5 | 2 | 4 | 4 | 2 | 57 | 6 |
T07 | Argentine | Male | 36 | 11 | 2 | 3 | 3 | 2 | 52 | 5 |
Variables | M | DE | 1 | 2 | 3 | 4 | 5 | 6 | 7 | 8 |
---|---|---|---|---|---|---|---|---|---|---|
| 1.92 | 0.65 | --- | 0.13 * | −0.10 | 0.47 ** | 0.55 ** | −0.21 ** | 0.03 | 0.01 |
| 0.77 | 1.04 | --- | 0.46 ** | 0.02 | 0.23 ** | −0.39 ** | −0.04 | 0.22 ** | |
| 0.83 | 0.62 | --- | 0.26 ** | 0.27 ** | −0.20 ** | −0.16 ** | 0.09 | ||
| 1.06 | 0.46 | --- | 0.46 ** | −0.06 | −0.04 | −0.11 * | |||
| 2.71 | 0.50 | --- | −0.25 ** | −0.12 * | −0.02 | ||||
| 0.23 | 0.21 | --- | 0.16 ** | −0.13 * | |||||
| 0.04 | 0.01 | --- | 0.12 * | ||||||
| 0.12 | 0.23 | --- |
Variables | b | SE | Adjusted R2 | t | p |
---|---|---|---|---|---|
Step 1 | 0.30 | ||||
Relatedness support | 0.55 | 0.06 | 11.97 | 0.000 | |
Step 2 | 0.36 | ||||
Relatedness support | 0.42 | 0.06 | 8.45 | 0.000 | |
Structure during the activity support | 0.28 | 0.07 | 5.72 | 0.000 | |
Step 3 | 0.37 | ||||
Relatedness support | 0.44 | 0.06 | 8.78 | 0.000 | |
Structure during the activity support | 0.30 | 0.07 | 6.06 | 0.000 | |
Structure before the activity support | −0.11 | 0.05 | −2.40 | 0.017 | |
Step 4 | 0.38 | ||||
Relatedness support | 0.41 | 0.06 | 8.08 | 0.000 | |
Structure during the activity support | 0.31 | 0.07 | 6.29 | 0.000 | |
Structure before the activity support | −0.13 | 0.05 | −2.77 | 0.006 | |
Controlling teaching | −0.12 | 0.14 | −2.54 | 0.011 | |
Step 5 | 0.39 | ||||
Relatedness support | 0.42 | 0.06 | 8.26 | 0.000 | |
Structure during the activity support | 0.31 | 0.07 | 6.24 | 0.000 | |
Structure before the activity support | −0.12 | 0.05 | −2.52 | 0.012 | |
Controlling teaching | −0.13 | 0.14 | −2.81 | 0.005 | |
Cold teaching | 0.10 | 0.29 | 2.26 | 0.024 |
Publisher’s Note: MDPI stays neutral with regard to jurisdictional claims in published maps and institutional affiliations. |
© 2021 by the authors. Licensee MDPI, Basel, Switzerland. This article is an open access article distributed under the terms and conditions of the Creative Commons Attribution (CC BY) license (http://creativecommons.org/licenses/by/4.0/).
Share and Cite
González-Peño, A.; Franco, E.; Coterón, J. Do Observed Teaching Behaviors Relate to Students’ Engagement in Physical Education? Int. J. Environ. Res. Public Health 2021, 18, 2234. https://doi.org/10.3390/ijerph18052234
González-Peño A, Franco E, Coterón J. Do Observed Teaching Behaviors Relate to Students’ Engagement in Physical Education? International Journal of Environmental Research and Public Health. 2021; 18(5):2234. https://doi.org/10.3390/ijerph18052234
Chicago/Turabian StyleGonzález-Peño, Alba, Evelia Franco, and Javier Coterón. 2021. "Do Observed Teaching Behaviors Relate to Students’ Engagement in Physical Education?" International Journal of Environmental Research and Public Health 18, no. 5: 2234. https://doi.org/10.3390/ijerph18052234