A Motivational Training Program for Secondary Physical Education Teachers

NCT06479369 | Active Not Recruiting DMC

• 1 other identifier: PID2021-127897NA-I00
• Study Type: interventional
• Target: 900
• Locations: 1 country
• Sites: 1

Brief Summary

Introduction: In most Self-Determination Theory (SDT) research, improving (de)motivating teaching styles enables numerous benefits for students and teachers, although there is less evidence on the latter. Although the recent circumplex model provides a fine-grained picture of the different (de)motivating teaching styles (i.e., autonomy support, structure, control, and chaos) that physical education (PE) teachers can use in their lessons, no previous motivational training programs have been based on this model. Moreover, all SDT-training programs have been implemented through different group sessions, but individual sessions have not also been delivered. Objective: This study outlines the protocol of a motivational training program, derived from the circumplex model, designed to enhance (de)motivating teaching styles among PE teachers. Consequently, this program seeks to improve motivational variables and influence (mal)adaptive outcomes in both teachers and students. Design: A randomized controlled trial design with a mixed-method approach. Participants: At least 16 secondary PE teachers will be assigned to either an experimental group or a control group, together with part of their students. Intervention: The training program comprises four face-to-face group sessions and two follow-up sessions (one individual and one group sessions). PE teachers will learn how to support autonomy and provide structure, as well as to be less controlling and chaotic towards students. Over a period of approximately five months, teachers will implement these motivational strategies during their PE classes. Outcome measures: Different (de)motivating teaching styles, motivational variables, and (mal)adaptive outcomes will be assessed in both PE teachers and their students at three distinct points: before the training program (T1), during the intervention (T2) and at the end of the intervention (T3). Additionally, two discussion groups involving all experimental PE teachers will be held (one following the training program and another at the end of the intervention). Conclusion: The results from this study could be useful for developing motivational training programs for in-service PE teachers.

Conditions

Teaching Program

Keywords

circumplex approach; teaching styles; self-determination theory; psychological needs.

Outcome Measures

Primary Outcomes (8)

• Quantitative measures: (De)motivating teaching styles and approaches towards students

  To assess self-reported (de)motivating teaching styles toward students, the Spanish version of the SIS in Physical Education (SIS-PE) will be used. The SIS-PE comprises 12 typical teaching situations consisting of four items each (i.e., 48 items). It should be noted that, as teachers' perceptions of their (de)motivating teaching styles could be different according to the classroom group, teachers will have to answer the questionnaire taking into account the groups of students selected for the study. Teachers' responses will be assessed using a 7-point Likert scale ranging from 1 (Does not describe me at all) to 7 (Describes me perfectly).

  Six months

• Quantitative measures (2): Autonomy and competence satisfaction and frustration at work

  To assess PE teachers' perceptions of autonomy and competence satisfaction and frustration at work, the Spanish version of the Basic Psychological Needs at Work Scale for in-service teachers will be used. Teachers' responses will be assessed using a 5-point Likert scale ranging from 1 (strongly disagree) to 5 (strongly agree).

  Six months

• Quantitative measures (3): Job satisfaction at work.

  Teachers' perceptions of job satisfaction at work will be assessed using a Spanish translation of the Teacher Job Satisfaction Scale (TJSS). This four-item scale includes a single factor (e.g. "I enjoy working as a teacher"). Teachers' responses will be registered on a 6-point Likert scale from 1 (strongly disagree) to 6 (strongly agree).

  Six months

• Quantitative measures (4): Emotional exhaustion

  Teachers' emotional exhaustion will be assessed using the Spanish version of the Maslach Burnout Inventory-General Survey. In line with other studies on PE teachers, only the five items assessing the exhaustion factor will be used in the present study (e.g., "I feel burned out from my work"). Teachers' responses will be reported on a 7-point Likert scale from 0 (never) to 6 (every day).

  Six months

• Quantitative measures (4): (De)motivating teaching styles and approaches.

  To assess students' perceptions of (de)motivating teaching approaches of their PE teachers, the Spanish version of students of the Situations-in-School Questionnaire in Physical Education (SIS-PE) will be used. The only change in the instrument compared to the teachers' instrument is the structure of the sentences, as they are written from the students' perspective (e.g., "Your teacher invites you to suggest a set of norms or rules").

  Six months

• Quantitative measures (4): Autonomy and competence satisfaction and frustration in PE

  To assess students' perceptions of autonomy and competence satisfaction in PE, the Spanish version of the Basic Psychological Need Satisfaction and Frustration Scale will be used. Items will be assessed using a 5-point Likert scale ranging from 1 (strongly disagree) to 5 (strongly agree).

  Six months

• Quantitative measures (5): PE experiences

  In line with previous research, students' perceived experiences in PE classes will be assessed using the question: "What are your experiences in PE lessons like?" The response possibilities were: (1) very bad, (2) bad, (3) neutral, (4) good, and (5) very good.

  Six months

• Quantitative measures (6): Perceived learning in PE.

  In line with previous research, students' perceptions of learning in PE will be assessed using the question: "How much do you learn in PE?" The response possibilities will be on a scale from 1 (nothing) to 5 (a lot).

  Six months

Secondary Outcomes (1)

• Observational measure of the (De)motivating teaching styles in real context.

  Three months

Other Outcomes (1)

• Qualitative measure: (De)motivating teaching styles and feasibility of the training program.

  Three months

Study Arms (4)

Physical Education Teachers (intervention)

EXPERIMENTAL

PE teachers who will receive the training.

Behavioral: Teaching training program

Physical Education Teachers (non-intervention)

NO INTERVENTION

PE teachers who will not receive the training.

Students (intervention)

EXPERIMENTAL

Students of those teachers who will received the training

Behavioral: Teaching training program

Students (non-intervention)

NO INTERVENTION

Students of those teachers who will not received the training

Interventions

Teaching training program BEHAVIORAL

The investigators will try to carry out a training based on motivational strategies for physical education teachers of the experimental group, with the aim of improving their motivational teaching style during physical education classes, and finally, to obtain benefits in their students, such as a greater adherence to physical activity.

Physical Education Teachers (intervention); Students (intervention)

Eligibility Criteria

• Sex: all
• Healthy Volunteers: No
• Age Groups: Child (0-17), Adult (18-64), Older Adult (65+)

You may qualify if:

• Being an in-service PE secondary school teacher for the entire academic year
• Attending 100% of the training program sessions
• Fill in a short questionnaire at the end of each session of the training program, as well as fulfilling questionnaires of the study variables three times
• Allowing the recording of two PE lessons
• Participating in two focus groups, one at the end of the training program and one at the end of the study
• Not participating in other training sessions related to PE instruction during the program.
• Authorization from parents or legal guardians
• Completion of questionnaires of the study variables three times
• Regular participation in PE lessons.

Sponsors & Collaborators

• Universidad de Zaragoza: lead
• University of Extremadura: collaborator

Study Sites (1)

University of Zaragoza

Huesca, 22002, Spain

Location

Study Officials

• Javier G García Cazorla, Phd Student

  Universidad de Zaragoza

  PRINCIPAL INVESTIGATOR

Study Design

• Study Type: interventional
• Phase: not applicable
• Allocation: RANDOMIZED
• Masking: NONE
• Purpose: OTHER
• Intervention Model: PARALLEL
• Sponsor Type: OTHER
• Responsible Party: PRINCIPAL INVESTIGATOR
• PI Title: Principal Investigator

Model Details: The motivational process of teachers influences the way they teach PE lessons, which in turn will influence the motivational process of students.

Study Record Dates

• First Submitted: June 1, 2024
• First Posted: June 28, 2024
• Study Start: September 1, 2023
• Primary Completion: February 20, 2024
• Study Completion: July 1, 2024
• Last Updated: June 28, 2024

Record last verified: 2024-06

Data Sharing

• IPD Sharing: Will not share

Locations

ES (1)