Purpose: Based on a multilevel approach (individual and class level), this study aimed to test which need-supportive/thwarting teaching styles were more closely associated with students’ motivation and other positive physical education (PE) out-of-school consequences. Method: Participants were 654 primary (n = 385) and secondary (n = 269) PE students (M age = 11.96 ± 1.95; boys = 317 and girls = 337). Results: The three need-supportive teaching behaviors were related to autonomous motivation, PE importance and usefulness, and the intentions to practice physical activity at the individual level; the role of competence support at both individual and class levels is highlighted. Competence-thwarting style was also negatively related to autonomous motivation at both levels, and jointly to relatedness-thwarting behaviors positively to a motivation at the individual level. Conclusion: Our results provide insight into how the specific type of interpersonal styles adopted by teachers can be decisive to achieve positive PE outcomes in and out of school.
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What Kind of Interpersonal Need-Supportive or Need-Thwarting Teaching Style Is More Associated With Positive Consequences in Physical Education?
Francisco M. Leo, Behzad Behzadnia, Miguel A. López-Gajardo, Marco Batista, and Juan J. Pulido
Teachers’ Verbal and Nonverbal Communication, Students’ Psychological Needs, and Positive and Negative Outcomes in Physical Education
Héctor Moreno-Casado, Francisco M. Leo, Miguel A. López-Gajardo, Tomás García-Calvo, and Juan J. Pulido
Focused on physical education (PE), this study examined the association between teachers’ communication and students’ psychological needs, enjoyment/boredom, PE usefulness, and students’ grade perception. Participants were 1,000 students (572 girls; M age = 14.58 ± 0.65) from 29 Spanish secondary schools. A path model including variables measured at three times was tested: teachers’ verbal/nonverbal communication (Time 1), needs satisfaction/frustration (Time 2), and PE outcomes (Time 3). Verbal communication positively predicted needs satisfaction, which, in turn, positively predicted enjoyment, PE usefulness, and students’ grade perception and negatively predicted boredom. Verbal communication negatively predicted needs frustration, which was a positive predictor of boredom. Multigroup analysis showed that gender did not moderate the associations in the path model, whereas mediating effects were found between teachers’ communication and consequences via students’ psychological needs. Teachers should improve their communicative capacities to satisfy students’ psychological needs and promote positive PE outcomes.
The Role of Athlete Leadership Quality in the Characteristics of Team Resilience in Elite Soccer Teams: A Cross-Sectional and Longitudinal Mediation of Team Identification
Miguel A. López-Gajardo, Inmaculada González-Ponce, Tomás García-Calvo, Edgar Enrich-Alturo, and Francisco M. Leo
We present two studies examining the relationship between athlete leadership quality and team resilience and explored the mediating effect of team identification. In Study 1, 194 soccer players (M age = 18.50, SD = 4.49) from eight national teams participated. Structural equation modeling showed cross-sectionally that the four types of athlete leadership qualities were positively related to the characteristics of resilience and negatively to vulnerability under pressure. Team identification was shown to be a mediator of these relationships. Study 2, with four different time-points, involved 208 young soccer players (M age = 16.05, SD = 3.39) from two professional clubs (i.e., La Liga). Cross-lagged panel models revealed that task leadership quality (Times 1–2) was positively related to the characteristics of resilience (Times 3–4) and negatively to vulnerability under pressure (Times 3–4). However, team identification did not mediate these relationships. Therefore, practitioners should consider the perceptions of leader quality to achieve benefits during competition.
Initial Validation of the Teaching Methods Scale in Physical Education
Francisco M. Leo, Alberto Moreno, Rubén Llanos-Muñoz, Juan J. Pulido, and Miguel A. López-Gajardo
Purpose: Drawing on current theoretical perspectives on teaching methods (i.e., constructivism, cognitivism, or behaviorism), the present research developed a scale to assess students’ perceptions of teaching methods in physical education. Method: Four studies were conducted to design and analyze the psychometric properties of this scale: (a) to create the scale through a think-aloud protocol (n = 4) and an expert panel (n = 4), (b) to test the initial factor structure (n Study 2 = 465), (c) to reevaluate the psychometric structure with an expert panel and a cross-sectional study (n Study 3 = 1,420), and (d) to confirm the scale structure and test concurrent validity and factorial invariance (n Study 4 = 1,208). Results: These conjoint efforts identified a four-factor structure underlying the teaching methods in physical education (constructivist, cognitivist, behaviorist, and laissez-faire methods) and provided preliminary evidence for its validity and reliability. Conclusion: The teaching methods in physical education enables researchers to systematically examine students’ perceptions of teaching methods in the PE class.
