Search Results

You are looking at 1 - 10 of 263 items for :

  • "autonomy support" x
  • Refine by Access: All Content x
Clear All
Restricted access

The Teacher Benefits From Giving Autonomy Support During Physical Education Instruction

Sung Hyeon Cheon, Johnmarshall Reeve, Tae Ho Yu, and Hue Ryen Jang

Recognizing that students benefit when they receive autonomy-supportive teaching, the current study tested the parallel hypothesis that teachers themselves would benefit from giving autonomy support. Twenty-seven elementary, middle, and high school physical education teachers (20 males, 7 females) were randomly assigned either to participate in an autonomy-supportive intervention program (experimental group) or to teach their physical education course with their existing style (control group) within a three-wave longitudinal research design. Manipulation checks showed that the intervention was successful, as students perceived and raters scored teachers in the experimental group as displaying a more autonomy-supportive and less controlling motivating style. In the main analyses, ANCOVA-based repeated-measures analyses showed large and consistent benefits for teachers in the experimental group, including greater teaching motivation (psychological need satisfaction, autonomous motivation, and intrinsic goals), teaching skill (teaching efficacy), and teaching well-being (vitality, job satisfaction, and lesser emotional and physical exhaustion). These findings show that giving autonomy support benefits teachers in much the same way that receiving it benefits their students.

Restricted access

The Effectiveness of Autonomy Support Interventions With Physical Education Teachers and Youth Sport Coaches: A Systematic Review

Johannes Raabe, Katrin Schmidt, Johannes Carl, and Oliver Höner

light of these empirical findings, it is important to educate PE teachers and youth sport coaches about autonomy support and how to cultivate an aspiration for lifelong engagement in physical activity among children and adolescents. Researchers have demonstrated that an autonomy-supportive style can be

Restricted access

Easy Task and Choice: Motivational Interventions Facilitate Motor Skill Learning in Children

Seyyed Mohammadreza Mousavi and Takehiro Iwatsuki

Freedom to choose a certain aspect of practice condition— autonomy support— has demonstrated enhanced motor performance and learning outcomes were noted as a key motivational factor in the OPTIMAL theory ( Wulf & Lewthwaite, 2016 ). The learning of motor skills is facilitated when learners are

Restricted access

Optimizing Bowling Performance

Reza Abdollahipour, Ludvík Valtr, and Gabriele Wulf

, autonomy support) and one is related to the performer’s focus of attention (external focus). Each factor independently has been shown to enhance the performance and learning of various types of motor skills (e.g.,  Lewthwaite, Chiviacowsky, Drews, & Wulf, 2015 ; Stoate, Wulf, & Lewthwaite, 2012 ; Wulf

Restricted access

Moderated and Mediated Effects of Coach Autonomy Support, Coach Involvement, and Psychological Need Satisfaction on Motivation in Youth Soccer

Amanda J. Reynolds and Meghan H. McDonough

We examined whether coach involvement moderated the predictive effect of coach autonomy support on motivation both directly and indirectly via need satisfaction. 142 soccer players (106 female; 12-15 years) completed measures of coach autonomy support and involvement, need satisfaction, and motivation. For intrinsic motivation and identified regulation, need satisfaction mediated the effect of autonomy support, but there was also a moderated direct effect whereby autonomy support had a positive effect only when involvement was moderate to high. Autonomy support also positively predicted external regulation and negatively predicted amotivation via need satisfaction. Coach-athlete relationships that are both autonomy supportive and involved are associated with more adaptive forms of motivation, and findings suggest that lack of autonomy support may undermine need satisfaction and motivation.

Full access

Autonomy-Supportive, External-Focus Instructions Optimize Children’s Motor Learning in Physical Education

Thomas Simpson, Mitchell Finlay, Victoria Simpson, Ayoub Asadi, Paul Ellison, Evelyn Carnegie, and David Marchant

; Rudd et al., 2019 ). A recent systematic review highlighted that an external focus of attention on intended movement outcomes or effects ( Chua et al., 2021 ) and autonomy support (e.g., Lemos et al., 2017 ) are key factors that can enhance children’s motor learning ( Simpson et al., 2020 ). According

Restricted access

Immersive Real-Time Biofeedback Optimized With Enhanced Expectancies Improves Motor Learning: A Feasibility Study

Ashley M. Williams, Jennifer A. Hogg, Jed A. Diekfuss, Samantha B. Kendall, Colton T. Jenkins, Shellie N. Acocello, Yu Liang, Dalei Wu, Gregory D. Myer, and Gary B. Wilkerson

, OPTIMAL prevention strategies, injury rehabilitation, exercise, and play theorize that autonomy support (AS) and enhanced expectancies (EE) will further support injury-resistant movement by increasing motivation and movement automaticity through dopaminergic principles for more robust retention, 9 though

Restricted access

How You Provide Corrective Feedback Makes a Difference: The Motivating Role of Communicating in an Autonomy-Supporting Way

Athanasios Mouratidis, Willy Lens, and Maarten Vansteenkiste

We relied on self-determination theory (SDT; Deci & Ryan, 2000) to investigate to what extent autonomy-supporting corrective feedback (i.e., feedback that coaches communicate to their athletes after poor performance or mistakes) is associated with athletes’ optimal motivation and well-being. To test this hypothesis, we conducted a cross-sectional study with 337 (67.1% males) Greek adolescent athletes (age M = 15.59, SD = 2.37) from various sports. Aligned with SDT, we found through path analysis that an autonomy-supporting versus controlling communication style was positively related to future intentions to persist and well-being and negatively related to ill-being. These relations were partially mediated by the perceived legitimacy of the corrective feedback (i.e., the degree of acceptance of corrective feedback), and, in turn, by intrinsic motivation, identified regulation, and external regulation for doing sports. Results indicate that autonomy-supporting feedback can be still motivating even in cases in which such feedback conveys messages of still too low competence.

Restricted access

The Effects of Choice on Autonomous Motivation, Perceived Autonomy Support, and Physical Activity Levels in High School Physical Education

Yew Meng How, Peter Whipp, James Dimmock, and Ben Jackson

This study examined whether the provision of choice in physical education (PE) enhanced students’ autonomous motivation, perceived autonomy support, and physical activity (PA) levels, relative to a “regular PE” control group. Students from eight intact high school PE classes (N = 257, Mage = 12.91) were randomly assigned to control (i.e., four classes) and intervention (i.e., four classes) conditions. Students in the intervention group were given a unique opportunity to choose their preferred participatory role in their PE units, while control students participated in normal teacher-led PE, and data were collected over a 15-week program (i.e., three units of five weeks each). The results indicated that a lack of choice in PE aligned with less positive perceptions of autonomy support among students within the control group, compared with their counterparts in the intervention group. In some choice formats, students exhibited significantly higher PA levels than students who undertook normal PE. These findings indicate that offering choice in high school PE lessons may encourage perceptions of autonomy support and levels of in-class physical activity.

Restricted access

Effect of an Inside–Outside School Alternated Teaching Unit of Knowledge of the Environment for Practicing Physical Activity: A Cluster Randomized Control Trial

Carolina Casado-Robles, Jesús Viciana, Santiago Guijarro-Romero, and Daniel Mayorga-Vega

carrying out a certain behavior effectively), and relatedness (referring to the need of feeling connected and supported by significant others). According to the SDT, autonomy support is an important social context for encouraging higher levels of students’ more self-determined regulations from the SDT