The effects of an experimental programme to support students' autonomy on the overt behaviours of physical education teachers

D Tessier, P Sarrazin, Nikolaos Ntoumanis

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84 Citations (Scopus)
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Abstract

Although the benefits of autonomy supportive behaviours are now well established in the literature, very few studies have attempted to train teachers to offer a greater autonomy support to their students. In fact, none of these studies has been carried out in physical education (PE). The purpose of this study is to test the effects of an autonomy-supportive training on overt behaviours of teaching among PE teachers. The experimental group included two PE teachers who were first educated on the benefits of an autonomy supportive style and then followed an individualised guidance programme during the 8 lessons of a teaching cycle. Their behaviours were observed and rated along 3 categories (i.e., autonomy supportive, neutral and controlling) and were subsequently compared to those of three teachers who formed the control condition. The results showed that teachers in the experimental group used more autonomy supportive and neutral behaviours than those in the control group, but no difference emerged in relation to controlling behaviours. We discuss the implications for schools of our findings.
Original languageEnglish
Pages (from-to)239-253
Number of pages15
JournalEuropean Journal of Psychology of Education
Volume23
Issue number3
DOIs
Publication statusPublished - 1 Sep 2008

Keywords

  • Motivation
  • Motivational climate
  • Controlling behaviours
  • Teaching style
  • Autonomy support
  • Self-determination
  • Physical education

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