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Fostering a need-supportive teaching style: intervention effects on physical education teachers' beliefs and teaching behaviors

Nathalie Aelterman (UGent) , Maarten Vansteenkiste (UGent) , Lynn Van den Berghe (UGent) , Jotie De Meyer (UGent) and Leen Haerens (UGent)
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Abstract
The present intervention study examined whether physical education (PE) teachers can learn to make use of autonomy-supportive and structuring teaching strategies. In a sample of 39 teachers (31 men, M = 38.51 +/- 10.44 years) and 669 students (424 boys, M = 14.58 +/- 1.92 years), we investigated whether a professional development training grounded in self-determination theory led to changes in (a) teachers' beliefs about the effectiveness and feasibility of autonomy-supportive and structuring strategies and (b) teachers' in-class reliance on these strategies, as rated by teachers, external observers, and students. The intervention led to positive changes in teachers' beliefs regarding both autonomy support and structure. As for teachers' actual teaching behavior, the intervention was successful in increasing autonomy support according to students and external observers, while resulting in positive changes in teacher-reported structure. Implications for professional development and recommendations for future research are discussed.
Keywords
AUTONOMY SUPPORT, SELF-DETERMINATION THEORY, INTRINSIC MOTIVATION, STUDENTS ENGAGEMENT, CHOICE, SCHOOL, professional development, autonomy support, structure, self-determination theory, physical education, observations

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MLA
Aelterman, Nathalie, Maarten Vansteenkiste, Lynn Van den Berghe, et al. “Fostering a Need-supportive Teaching Style: Intervention Effects on Physical Education Teachers’ Beliefs and Teaching Behaviors.” JOURNAL OF SPORT & EXERCISE PSYCHOLOGY 36.6 (2014): 595–609. Print.
APA
Aelterman, N., Vansteenkiste, M., Van den Berghe, L., De Meyer, J., & Haerens, L. (2014). Fostering a need-supportive teaching style: intervention effects on physical education teachers’ beliefs and teaching behaviors. JOURNAL OF SPORT & EXERCISE PSYCHOLOGY, 36(6), 595–609.
Chicago author-date
Aelterman, Nathalie, Maarten Vansteenkiste, Lynn Van den Berghe, Jotie De Meyer, and Leen Haerens. 2014. “Fostering a Need-supportive Teaching Style: Intervention Effects on Physical Education Teachers’ Beliefs and Teaching Behaviors.” Journal of Sport & Exercise Psychology 36 (6): 595–609.
Chicago author-date (all authors)
Aelterman, Nathalie, Maarten Vansteenkiste, Lynn Van den Berghe, Jotie De Meyer, and Leen Haerens. 2014. “Fostering a Need-supportive Teaching Style: Intervention Effects on Physical Education Teachers’ Beliefs and Teaching Behaviors.” Journal of Sport & Exercise Psychology 36 (6): 595–609.
Vancouver
1.
Aelterman N, Vansteenkiste M, Van den Berghe L, De Meyer J, Haerens L. Fostering a need-supportive teaching style: intervention effects on physical education teachers’ beliefs and teaching behaviors. JOURNAL OF SPORT & EXERCISE PSYCHOLOGY. 2014;36(6):595–609.
IEEE
[1]
N. Aelterman, M. Vansteenkiste, L. Van den Berghe, J. De Meyer, and L. Haerens, “Fostering a need-supportive teaching style: intervention effects on physical education teachers’ beliefs and teaching behaviors,” JOURNAL OF SPORT & EXERCISE PSYCHOLOGY, vol. 36, no. 6, pp. 595–609, 2014.
@article{5845607,
  abstract     = {{The present intervention study examined whether physical education (PE) teachers can learn to make use of autonomy-supportive and structuring teaching strategies. In a sample of 39 teachers (31 men, M = 38.51 +/- 10.44 years) and 669 students (424 boys, M = 14.58 +/- 1.92 years), we investigated whether a professional development training grounded in self-determination theory led to changes in (a) teachers' beliefs about the effectiveness and feasibility of autonomy-supportive and structuring strategies and (b) teachers' in-class reliance on these strategies, as rated by teachers, external observers, and students. The intervention led to positive changes in teachers' beliefs regarding both autonomy support and structure. As for teachers' actual teaching behavior, the intervention was successful in increasing autonomy support according to students and external observers, while resulting in positive changes in teacher-reported structure. Implications for professional development and recommendations for future research are discussed.}},
  author       = {{Aelterman, Nathalie and Vansteenkiste, Maarten and Van den Berghe, Lynn and De Meyer, Jotie and Haerens, Leen}},
  issn         = {{0895-2779}},
  journal      = {{JOURNAL OF SPORT & EXERCISE PSYCHOLOGY}},
  keywords     = {{AUTONOMY SUPPORT,SELF-DETERMINATION THEORY,INTRINSIC MOTIVATION,STUDENTS ENGAGEMENT,CHOICE,SCHOOL,professional development,autonomy support,structure,self-determination theory,physical education,observations}},
  language     = {{eng}},
  number       = {{6}},
  pages        = {{595--609}},
  title        = {{Fostering a need-supportive teaching style: intervention effects on physical education teachers' beliefs and teaching behaviors}},
  url          = {{http://dx.doi.org/10.1123/jsep.2013-0229}},
  volume       = {{36}},
  year         = {{2014}},
}

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