The effects of autonomy support in physical education classes

  1. Juan Antonio Moreno-Murcia 1
  2. Francisco Sánchez-Latorre 1
  1. 1 Universidad Miguel Hernández de Elche. Spain
Journal:
RICYDE. Revista Internacional de Ciencias del Deporte

ISSN: 1885-3137

Year of publication: 2016

Volume: 12

Issue: 43

Pages: 79-89

Type: Article

DOI: 10.5232/RICYDE2016.04305 DIALNET GOOGLE SCHOLAR lock_openDialnet editor

More publications in: RICYDE. Revista Internacional de Ciencias del Deporte

Abstract

The aim of this study was to analyze the behavioral, affective and cognitive effects that an intervention based on autonomy support has in physical education classes. The sample consisted of 145 students aged between 10 and 12 (M = 10.37; SD = .68). The experimental group (n = 91) consisted of four groups (two fifth grade and two sixth) and control group (n = 54) for a fifth year and one sixth of primary education. Autonomy support, the basic psychological needs, intrinsic motivation, importance attributed to physical education and the rate of regular physical activity were measured. Before the study began, the instructor involved participated in a workshop on autonomy support. During the same he was taught the concepts advocated by the SDT motivation and behavior training to facilitate greater levels of autonomy support, in addition to lowering the driver style statements in their classes. After the intervention (21 programmed physical education classes in four months), the results showed that the experimental group experienced significant increases in autonomy, intrinsic motivation, importance of physical education, intention to do sport and regular physical activity. Autonomy support in students had positive cognitive, affective and behavioral consequences.

Bibliographic References

  • Aibar Solana, A.; Estrada Tenorio, S.; Murillo Pardo, B.; Bois, J.; Clemente, J.; Antonio, J., y García González, L. (2015). Actividad física y apoyo de la autonomía. Revista de Psicología del Deporte, 24, 155-161. http://dx.doi.org/10.1097/00005768-200009001-00009
  • Ainsworth, B. E.; Haskell, W. L.; Whitt, M. C.; Irwin, M. L.; Swartz, A. M.; Strath, S. J.; O´Brien, W. L.; Bassett, D. R.; Schmitz, K. H.; Emplaincourt, P. O., & Jacobs, J. R. (2000). Compendium of physical activities: an update of activity codes and MET intensities. Medicine Science Sports Exercise, 32(9), 498-504.
  • Baecke J.; Burema J., & Frijters J. (1982). A short questionnaire for the measurement of habitual physical activity in epidemiological studies. The American Journal of Clinical Nutrition, 36, 936-942.
  • Barkoukis, V.; Tsorbatzoudis, H., & Grouios, G. (2008). Manipulation of motivational climate in physical education: effects of a seven-month intervention. European Physical Education Review, 14(3), 367-387. http://dx.doi.org/10.1177/1356336X08095671
  • Campbell, D. T., & Stanley, J. C. (1966). Experimental and quasi-experimental designs for research. New York: Rand McNally y Company.
  • Capdevila, Ll. (2005). Actividad Física y Estilo de Vida Saludable. Girona: Documenta universitaria.
  • Carranza, M., & Mora, J. (2003) Educación física y valores: educando en un mundo complejo. Barcelona: Grao.
  • Casimiro, A. J. (2001). El acondicionamiento físico como fuente de educación, salud y rendimiento. Almería: Universidad de Almería.
  • Centers for Disease Control and Prevention (CDC) (2010). The association between school based physical activity, including physical education, and academic performance. Atlanta, GA: US Department of Health and Human Services.
  • Cheon, S. H., & Reeve, J. (2013). Do the benefits from autonomy-supportive PE teacher training programs endure? A one-year follow-up investigation. Psychology of Sport and Exercise, 14(4), 508-518. http://dx.doi.org/10.1016/j.psychsport.2013.02.002
  • Cheon, S. H.; Reeve, J., & Moon, I. S. (2012). Experimentally based, longitudinally designed, teacher-focused intervention to help physical education teachers be more autonomy supportive toward their students. Journal of Sport & Exercise Psychology, 34(3), 365-396.
  • Deci, E. L., & R. M. Ryan (2002). Handbook of Self-Determination Research. New York: The University of Rochester Press.
  • Eisenmann, J. C. (2004). Physical activity and cardiovascular disease risk factors in children and adolescents: an overview. Canadian Journal of Cardiology, 20, 295-301.
  • Florindo, A. A., & Latorre, M. R. D. O. (2003). Validation and reliability of the Baecke questionnaire for the evaluation of habitual physical activity in adult men. Revista Brasileira de Medicina do Esporte, 9, 129-135. http://dx.doi.org/10.1590/s1517-86922003000300002
  • Goudas, M.; Biddle, S., & Fox, K. (1994). Perceived locus of causality, goal orientations, and perceived competence in school physical education classes.British Journal of Educational Psychology, 64(3), 453-463. http://dx.doi.org/10.1111/j.2044-8279.1994.tb01116.x
  • Gray, L., & Leyland, A. H. (2008). Overweight status and psychological well-being in adolescent boys and girls: a multilevel analysis. European Journal of Public Health 18(6), 616-621. http://dx.doi.org/10.1093/eurpub/ckn044
  • Grupo de trabajo de la Unión Europea “Deporte y Salud” (2008). Directrices de actividad física de la UE. Actuaciones recomendadas para apoyar la actividad física que promueve la salud. Madrid: Consejo Superior de Deportes.
  • Hagger, M. S.; Chatzisarantis, N. L.; Culverhouse, T., & Biddle, S. J. (2003). The Processes by Which Perceived Autonomy Support in Physical Education Promotes Leisure-Time Physical Activity Intentions and Behavior: A Trans Contextual Model. Journal of Educational Psychology, 95, 784-795. http://dx.doi.org/10.1037/0022-0663.95.4.784
  • Hair, J. F.; Anderson, R. E.; Tatham, R. L., & Black, W. C. (1998). Multivariate data analysis. Upper Saddle River, N. J: Prentice-Hall.
  • Hein, V.; Müür, M. & Koka, A. (2004). Intention to be physically active after school graduation and its relationship to three types of intrinsic motivation. European Physical Education Review, 10(1), 5-19. http://dx.doi.org/10.1177/1356336X04040618
  • Ickes, M.; Erwin, H., & Beighle, A. (2012). Systematic review of recess interventions to increase physical activity. Journal of Physical Activity and Health, 10(6), 910-26.
  • Julián, J. A. (2012). Motivación e intervención docente en la clase de educación física. Tándem. Didáctica de la Educación Física, 40, 7-17.
  • Mathers, C. D.; Vos, E. T.; Stevenson, C. E., & Begg, S. J. (2000). The Australian Burden of Disease Study: measuring the loss of health from diseases, injuries and risk factors. Medical Journal of Australia, 172, 592-596.
  • Moreno, J. A.; González-Cutre, D., & Chillón, M. (2009). Preliminary validation in Spanish of a scale designed to measure motivation in physical education classes: the Perceived Locus of Causality (PLOC) Scales. The Spanish Journal of Psychology, 12, 327-337. http://dx.doi.org/10.1017/S1138741600001724
  • Moreno, J. A.; Llamas, L. S., y Ruiz, L. M. (2006). Perfiles motivacionales y su relación con la importancia concedida a la Educación Física. Psicología Educativa, 12(1), 4963.
  • Moreno, J. A., Moreno, R., y Cervelló, E. (2007). El autoconcepto físico como predictor de la intención de ser físicamente activo. Psicología y Salud, 17(2), 261-267.
  • Moreno-Murcia J. A.; Zomeño T.; Marín L. M.; Ruiz L. M., y Cervelló E. (2013). Percepción de la utilidad e importancia de la educación física según la motivación generada por el docente. Revista de Educación, 362, 380-401.
  • Moreno-Murcia, J. A.; Conde, C., y Sáenz-López, P. (2012). Importancia del apoyo de autonomía en la figura del docente en educación física. Tándem. Didáctica de la Educación física, 40, 18-27.
  • Moreno-Murcia, J. A., & Huéscar, E. (2013). The importance of supporting adolescents’ autonomy in promoting physical-sport exercise. The Spanish Journal of Psychology, 16, 81-98. http://dx.doi.org/10.1017/sjp.2013.81
  • Moreno-Murcia, J. A.; Huéscar, E., & Cervelló, E. (2012). Prediction of adolescents doing physical activity after completing secondary education. The Spanish Journal of Psychology, 15(1), 90-100. http://dx.doi.org/10.5209/rev_SJOP.2012.v15.n1.37288
  • Moreno-Murcia, J. A.; Marzo, J. C.; Martínez, C., y Conte, L. (2011). Validación de la Escala de “Satisfacción de las Necesidades Psicológicas Básicas” y del Cuestionario de la “Regulación Conductual en el Deporte” al contexto español. RICYDE. Revista Internacional de Ciencias del Deporte, 26(7), 355-369. http://dx.doi.org/10.5232/ricyde2011.02602
  • Nieman, D. (1999). Exercício e Saúde. Sáo Paulo: Manole.
  • Ntoumanis, N. (2005). A prospective study of participation in optional school physical education using a self-determination theory framework. Journal of Educational Psychology, 97, 444-453. http://dx.doi.org/10.1037/0022-0663.97.3.444
  • Ntoumanis, N., & Standage, M. (2009). Motivation in physical education classes: a selfdetermination theory perspective. Theory and Research in Education, 7, 194-202. http://dx.doi.org/10.1177/1477878509104324
  • Perlman, D. J. (2015). Help motivate the amotivated by being a supportive teacher. Physical Education and Sport Pedagogy, 20(2), 204-214. http://dx.doi.org/10.1080/17408989.2013.868876
  • Perlman, D. J., & C. A. Webster (2011). Supporting student autonomy in physical education. Journal of Physical Education, Recreation and Dance, 82(5), 46-49. http://dx.doi.org/10.1080/07303084.2011.10598628
  • Reeve, J. (2002). Self-determination theory applied to educational settings. En E. L. Deci, y R. M. Ryan (Eds.), Handbook of self-determination research, (pp. 183-203). Rochester, NY: University of Rochester Press.
  • Reeve, J. (2009). Why teachers adopt a controlling motivating style toward students and how they can become more autonomy supportive. Educational Psychologist, 44(3), 159–175. http://dx.doi.org/10.1080/00461520903028990
  • Reeve, J., & Jang, H. (2006). What teachers say and do to support students' autonomy during a learning activity. Journal of Educational Psychology, 98, 209-218. http://dx.doi.org/10.1037/0022-0663.98.1.209
  • Reeve, J. H.; Jang, D.; Carrell, S.; Jeon, & Barch, J. (2004). Enhancing students’ engagement by increasing teachers’ autonomy support. Motivation and Emotion, 28(2), 147-169. http://dx.doi.org/10.1023/B:MOEM.0000032312.95499.6f
  • Röder, B., & Kleine, D. (2007). Selbstbestimmung/Autonomie. En Skalendokumentation zum Forschungsprojekt “Selbstwirksamkeit und Selbstbestimmung im Unterricht”. Extraido de: http://psilab.educat.huberlin. de/forschung/Skalenbuch_FoSS.pdf
  • Ruiz, M. (2015). Soporte de autonomía, motivación y educación. Consecuencias contextuales y globales. Elche: Universidad Miguel Hernández de Elche.
  • Ryan, R. M., & Deci, E, L, (2002). An overview of self-determination theory: an organismic dialectic perspective. En E. L. Deci y R. M. Ryan (Eds.), Handbook of selfdetermination research (pp. 3-33). Rochester: The University of Rochester Press.
  • Ryan, R. M., & Deci, E. L. (2000). Self-determination theory and the facilitation of intrinsic motivation, social development and well-being. American Psychologist, 55, 68-78. http://dx.doi.org/10.1037/0003-066X.55.1.68
  • Saldern, M. von, & Littig, K. E. (1987). Landauer Skalen zum Sozialklima (LASSO 4-13). Weinheim: Beltz
  • Salmon, J.; Booth, M. L.; Phongsavan, P.; Murphy, N., & Timperio, A. (2007). Promoting physical activity participation among children and adolescents. Epidemiology Reviews, 29, 144-59. http://dx.doi.org/10.1093/epirev/mxm010
  • Sarria, A.; Selles, H.; Cañedo-Arguelles, L.; Fleta, J.; Blasco, M. J., y Bueno, M. (1987). Un autotest como método de cuantificación de la actividad física en adolescentes. Nutrición Clínica y Dietética Hospitalaria, 7, 56-61.
  • Standage, M.; Duda, J. L., & Ntoumanis, N. (2005). A test of self-determination theory in school physical education. British Journal of Educational Psychology, 75, 411-433. http://dx.doi.org/10.1348/000709904X22359
  • Standage, M., & Gillison, F. (2007). Students' motivational responses toward school physical education and their relationship to general self-esteem and health-related quality of life. Psychology of Sport and Exercise, 8, 704-721. http://dx.doi.org/10.1016/j.psychsport.2006.12.004
  • Stroet, K.; Opdenakker, M. C., & Minnaert, A. (2013). Effects of need supportive teaching on early adolescents’ motivation and engagement: A review of the literature. Educational Research Review, 9, 65-87. http://dx.doi.org/10.1016/j.edurev.2012.11.003
  • Tomasetto, C. (2004). Influence style and students’ orientation toward extracurricular activities: an application of the correspondence hypothesis. European Journal of Psychology of Education, 19(2), 133-145. http://dx.doi.org/10.1007/BF03173228
  • Trost, S. G., & Loprinzi, P. D. (2008). Exercise-Promoting healthy lifestyles in children and adolescents. Journal of Clinical Lipidology, 2(3), 162-168. http://dx.doi.org/10.1016/j.jacl.2008.03.001
  • Verstraete, S. J.; Cardon, G. M.; De Clercq, D. L., & De Bourdeaudhuij, I. M. M. (2006). Increasing children's physical activity levels during recess periods in elementary schools: the effects of providing game equipment. European Journal of Public Health 16, 415-419. http://dx.doi.org/10.1093/eurpub/ckl008
  • Wilson, P. M.; Rodgers, W. M.; Loitz, C. C., & Scime, G. (2006). “It’s who I am … really!” The importance of integrated regulation in exercise contexts. Journal of Applied Biobehavioral Research, 11, 79-104. http://dx.doi.org/10.1111/j.1751-9861.2006.tb00021.x
Data source: Dialnet