The Outcomes of Enhancing Preservice Physical Education Teachers' Need-Supportive Instruction in Sport Education

• In Event: 29.073 - Learning to Teach and Using a Models-Based Approach in Physical Education

Abstract

Research suggests that physical education teachers’ provision of need-supportive instruction, (i.e., instruction that satisfies students’ needs for autonomy, competence, and relatedness) may facilitate the development of students’ intrinsic motivation in class. What remains a question, however, is the extent to which this form of instruction impacts student learning outcomes in physical education. This study examined the efficacy of an intervention in bringing about a change in one preservice physical education teacher’s recruitment of need-supportive instructional strategies when working with students in three co-educational fifth grade classes, and the impact had by that change on student learning within Sport Education. Results demonstrated the intervention’s utility in significantly increasing the preservice teacher’s provision of need-supportive instruction, which enhanced student learning.

Authors

• Nicholas Washburn, Western Washington University

• Oleg A Sinelnikov, University of Alabama

• Kevin Andrew R. Richards, University of Alabama