Ignite Creation Date:
2024-07-17 @ 10:44 AM
Last Modification Date:
2024-10-26 @ 3:33 PM
Study NCT ID:
NCT06479369
Status:
ACTIVE_NOT_RECRUITING
Last Update Posted:
2024-06-28
First Post:
2024-06-01
Brief Title:
A Motivational Training Program for Secondary Physical Education Teachers
Sponsor:
Universidad de Zaragoza
Organization:
Universidad de Zaragoza
Study Overview
Official Title:
A Motivational Training Program for Secondary Physical Education Teachers Based on the Circumplex Model A Study Protocol of a Randomized Controlled Trial
Status:
ACTIVE_NOT_RECRUITING
Status Verified Date:
2024-06
Last Known Status:
None
Delayed Posting:
No
If Stopped, Why?:
Not Stopped
Has Expanded Access:
False
If Expanded Access, NCT#:
N/A
Has Expanded Access, NCT# Status:
N/A
Acronym:
None
Brief Summary:
Introduction In most Self-Determination Theory SDT research improving demotivating 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 demotivating teaching styles ie 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 demotivating teaching styles among PE teachers Consequently this program seeks to improve motivational variables and influence maladaptive 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 demotivating teaching styles motivational variables and maladaptive 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
Objective This study outlines the protocol of a motivational training program derived from the circumplex model designed to enhance demotivating teaching styles among PE teachers Consequently this program seeks to improve motivational variables and influence maladaptive 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 demotivating teaching styles motivational variables and maladaptive 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
Detailed Description:
Physical Education PE teachers hold a pivotal role in guiding students through their learning process Drawing on Self-Determination Theory SDT teachers demotivating style referred to as the interpersonal sentiment and behaviour that teachers rely on during instruction to motivate students to engage in and benefit from learning activities is a crucial element in the teaching process Recent research suggests that PE teachers employ a diverse array of teaching behaviours in their educational practice Autonomy competence and relatedness-supportive teaching behaviours ie need-supportive teaching behaviours have been positively related to students autonomous motivation and adaptive outcomes in PE while the opposite is true for autonomy competence and relatedness-thwarting behaviours ie need-thwarting behaviours Consequently continuous development teaching CDT programs based on SDT has increased in the last years These SDT-training programs mainly focused on autonomy-supportive strategies revealed positive effects on students perceptions of demotivating teaching behaviours and motivational outcomes Over the past decade SDT-training programs have also demonstrated positive effects on teachers self-perceptions of certain antecedents support for autonomy and structure and various motivational and maladaptive outcomes 6 However additional research is required as most studies have not focused on reducing need-thwarting behaviours
Recently grounded in SDT the circumplex model offers a detailed view of the different demotivating teaching styles ie autonomy support structure control and chaos that teachers can adopt in their classes This circumplex model delineates eight teaching approaches across these four teaching styles To develop the most effective interventions it is crucial for researchers to understand the effectiveness of motivational training programs not only in terms of the four demotivating teaching styles but also across the eight specific teaching approaches Yet no existing motivational training programs have incorporated this new circumplex approach This mixed-method study sets out to expand existing knowledge by describing a protocol for a motivational training program based on the circumplex model aimed at enhancing demotivating teaching styles as well as maladaptive outcomes among PE teachers and their students
Recently grounded in SDT the circumplex model offers a detailed view of the different demotivating teaching styles ie autonomy support structure control and chaos that teachers can adopt in their classes This circumplex model delineates eight teaching approaches across these four teaching styles To develop the most effective interventions it is crucial for researchers to understand the effectiveness of motivational training programs not only in terms of the four demotivating teaching styles but also across the eight specific teaching approaches Yet no existing motivational training programs have incorporated this new circumplex approach This mixed-method study sets out to expand existing knowledge by describing a protocol for a motivational training program based on the circumplex model aimed at enhancing demotivating teaching styles as well as maladaptive outcomes among PE teachers and their students
Study Oversight
Has Oversight DMC:
None
Is a FDA Regulated Drug?:
False
Is a FDA Regulated Device?:
False
Is an Unapproved Device?:
None
Is a PPSD?:
None
Is a US Export?:
None
Is an FDA AA801 Violation?:
None