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Related Experiment Videos

A Teacher-Focused Intervention to Decrease PE Students' Amotivation by Increasing Need Satisfaction and Decreasing

Sung Hyeon Cheon1, Johnmarshall Reeve2, Yong-Gwan Song2

  • 11 Kangwon National University.

Journal of Sport & Exercise Psychology
|July 8, 2016
PubMed
Summary

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An intervention for physical education (PE) teachers reduced student amotivation by increasing need satisfaction and decreasing need frustration. This dual approach enhances motivation and engagement in PE classes.

Area of Science:

  • Sport Psychology
  • Educational Psychology
  • Motivation Science

Background:

  • Amotivation in physical education (PE) is a significant barrier to student participation and engagement.
  • Previous research suggests need satisfaction can decrease amotivation, but other factors may also play a role.

Purpose of the Study:

  • To investigate if an intervention could decrease need frustration, providing a secondary pathway to reduce amotivation in PE students.
  • To test a dual-process model where both increased need satisfaction and decreased need frustration impact PE amotivation.

Main Methods:

  • An experimental, longitudinal study involving 19 PE teachers and 1,017 students.
  • Teachers in the experimental group received training to be more autonomy-supportive and less controlling.
Keywords:
amotivationautonomy supportdual-process modelinterventionneed frustrationneed satisfaction

Related Experiment Videos

  • Multilevel repeated measures analyses and multilevel structural equation modeling were used.

    • Main Results:

    • Students of teachers in the experimental group showed increased autonomy support, need satisfaction, and engagement.
    • Experimental group students also reported decreased teacher control, need frustration, and amotivation.
    • The dual-process model was confirmed: higher need satisfaction and lower need frustration both predicted lower amotivation.

    Conclusions:

    • Interventions targeting teacher autonomy support and control can effectively reduce student amotivation in PE.
    • Both need satisfaction and need frustration are crucial, dual antecedents for diminishing amotivation.
    • Findings have implications for designing effective motivational strategies in educational settings.