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Two Randomized Controlled Trials to Help Teachers Develop Physical Education Students' Course-Specific

Sung Hyeon Cheon¹, Johnmarshall Reeve², Woo-Young Joo¹

¹Department of Physical Education, Korea University, Seongbuk-gu, Korea.

Journal of Sport & Exercise Psychology

|September 12, 2024

Summary

Teachers trained in autonomy-supportive teaching fostered greater grit-perseverance and mental toughness in physical education students. This development stemmed from enhanced interpersonal support and psychological need satisfaction, key elements of self-determination theory.

Keywords:

autonomy support need satisfaction peer support self-determination theory

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Area of Science:

Educational Psychology
Sport Psychology
Developmental Psychology

Background:

Self-determination theory (SDT) provides a framework for understanding motivation and psychological needs.
Grit-perseverance and mental toughness are crucial for long-term achievement, particularly in demanding fields like physical education.
Proactive, asset-oriented approaches emphasize building on existing strengths to navigate challenges.

Purpose of the Study:

To propose and test a model explaining the development of grit-perseverance and mental toughness in physical education students over one academic year.
To investigate the mediating roles of perceived autonomy support and need satisfaction in this developmental process.
To examine the impact of teacher training in autonomy-supportive teaching on student outcomes.

Main Methods:

Two randomized controlled trials (Study 1: N=3,147 students, 57 teachers; Study 2: N=2,057 students, 38 teachers).
Longitudinal data collection across four waves to assess dependent measures.
Multilevel structural equation modeling to test the hypothesized developmental model.

Main Results:

The hypothesized model demonstrated a strong fit with the data in both studies.
Autonomy-supportive teaching workshops positively influenced perceived autonomy support from teachers and peers.
Increased need satisfaction mediated the positive effects of autonomy support on gains in grit-perseverance and mental toughness.

Conclusions:

The development of grit-perseverance and mental toughness in physical education is proactively influenced by supportive learning environments.
Interpersonal support and psychological need satisfaction, central to SDT, are key developmental antecedents.
Investing in teacher training for autonomy-supportive practices can cultivate essential student resilience and perseverance.