Based on the self-determination theory, this study investigated the mediating role of the satisfaction of the three psychological needs (need for competence, relatedness and autonomy) in the relation between need support from the physical education (PE) teacher and autonomous motivation to engage in PE and between the physical school environment and autonomous motivation to engage in PE. Data were collected from 2418 6th grade children. Analyses were performed using bootstrapping. The results showed that perceptions of competence and autonomy mediated the relation between need support from the PE teacher and autonomous motivation. Moreover, the perception of autonomy also mediated the relation between the physical school environment and autonomous motivation. These findings suggest that not only the PE teacher but also the physical school environment is able to promote autonomous motivation by satisfying the need for autonomy.
Cindy Rutten, Filip Boen, and Jan Seghers
Cindy Rutten, Filip Boen, Nathalie Vissers, and Jan Seghers
Based on Self-Determination Theory (Deci & Ryan, 2000), this study tested whether changes in autonomous motivation toward physical education (AMPE) during the transition from elementary to secondary school can be predicted by changes in perceived need support from the physical education (PE) teacher and perceived physical school environment. Self-reported data were gathered from 472 Flemish (northern part of Belgium) students in 6th grade (2009) and again in 8th grade (2011). Mediation analyses showed that an increase in perceived need support from the PE teacher was related to an increase in AMPE (boys: β = .42; girls: β = .50). In boys, this relation was mediated by changes in perceived competence (β = .08). In girls, this relation was mediated by changes in perceived autonomy (β = .12), perceived competence (β = .14), and perceived relatedness (β = .05). This study shows that PE teachers should be need-supportive to maintain a good quality of motivation in students.
Katrien Fransen, Norbert Vanbeselaere, Bert De Cuyper, Pete Coffee, Matthew J. Slater, and Filip Boen
Research on the effect of athlete leadership on precursors of team performance such as team confidence is sparse. To explore the underlying mechanisms of how athlete leaders impact their team’s confidence, an online survey was completed by 2,867 players and coaches from nine different team sports in Flanders (Belgium). We distinguished between two types of team confidence: collective efficacy, assessed by the CEQS subscales of effort, persistence, preparation, and unity; and team outcome confidence, measured by the ability subscale. The results demonstrated that the perceived quality of athlete leaders was positively related to participants’ team outcome confidence. The present findings are the first in sport settings to highlight the potential value of collective efficacy and team identification as underlying processes. Because high-quality leaders strengthen team members’ identification with the team, the current study also provides initial evidence for the applicability of the identity based leadership approach in sport settings.
Gert Vande Broek, Filip Boen, Manu Claessens, Jos Feys, and Tanja Ceux
This study investigated the decision-making process of three instructional groups (i.e., teacher-centered, student-centered with tactical questioning and student-centered without tactical questioning) in practical courses in volleyball among university students. All students (N = 122) performed a Tactical Awareness task on the correctness of the decision-making process at three testing phases (i.e., pretest, posttest and retention test). The results revealed that the tactical awareness of all students ameliorated after five lessons (posttest) and this effect persisted over time after six weeks (retention test). However, the tactical knowledge of the student-centered instructional group with tactical questioning improved significantly more than the two other instructional groups. These findings highlight the importance of a student-centered approach with an active involvement of students in evaluative skills to enhance the tactical decision-making process.