Clinical trial NCT06479369: A Motivational Training Program for Secondary Physical Education Teachers
Official title: A Motivational Training Program for Secondary Physical Education Teachers Based on the Circumplex Model: A Study Protocol of a Randomized Controlled Trial
Study type: INTERVENTIONAL
Overall status: ACTIVE_NOT_RECRUITING
Phase: NA
Conditions: Teaching Program
Keywords: circumplex approach
teaching styles
self-determination theory
psychological needs.
Lead sponsor: Universidad de Zaragoza
Sponsor class: OTHER
Collaborators: name: University of Extremadura
First posted: 2024-06-28
Enrollment: 900
Sex: ALL
Standard ages: CHILD
ADULT
OLDER_ADULT
Accepts healthy volunteers: no
Allocation: RANDOMIZED
Intervention model: PARALLEL
Intervention model description: The motivational process of teachers influences the way they teach PE lessons, which in turn will influence the motivational process of students.
Primary purpose: OTHER

Brief summary: Introduction: In most Self-Determination Theory (SDT) research, improving (de)motivating 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 (de)motivating teaching styles (i.e., 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 (de)motivating teaching styles among PE teachers. Consequently, this program seeks to improve motivational variables and influence (mal)adaptive 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 (de)motivating teaching styles, motivational variables, and (mal)adaptive 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' (de)motivating 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 (i.e., 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 (i.e. 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 (de)motivating 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 (mal)adaptive 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 (de)motivating teaching styles (i.e., 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 (de)motivating 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 (de)motivating teaching styles, as well as (mal)adaptive outcomes among PE teachers and their students.

Eligibility criteria: Inclusion Criteria:

1. Being an in-service PE secondary school teacher for the entire academic year
2. Attending 100% of the training program sessions
3. Fill in a short questionnaire at the end of each session of the training program, as well as fulfilling questionnaires of the study variables three times
4. Allowing the recording of two PE lessons
5. Participating in two focus groups, one at the end of the training program and one at the end of the study
6. Not participating in other training sessions related to PE instruction during the program.

Moreover, the inclusion criteria for students will be:

1. Authorization from parents or legal guardians
2. Completion of questionnaires of the study variables three times
3. Regular participation in PE lessons.

Exclusion Criteria:

1) Not meeting the inclusion criteria

Primary outcomes:
measure: Quantitative measures: (De)motivating teaching styles and approaches towards students
timeFrame: Six months
measure: Quantitative measures (2): Autonomy and competence satisfaction and frustration at work
timeFrame: Six months
measure: Quantitative measures (3): Job satisfaction at work.
timeFrame: Six months
measure: Quantitative measures (4): Emotional exhaustion
timeFrame: Six months
measure: Quantitative measures (4): (De)motivating teaching styles and approaches.
timeFrame: Six months
measure: Quantitative measures (4): Autonomy and competence satisfaction and frustration in PE
timeFrame: Six months
measure: Quantitative measures (5): PE experiences
timeFrame: Six months
measure: Quantitative measures (6): Perceived learning in PE.
timeFrame: Six months
Secondary outcomes:
measure: Observational measure of the (De)motivating teaching styles in real context.
timeFrame: Three months
Other outcomes:
measure: Qualitative measure: (De)motivating teaching styles and feasibility of the training program.
timeFrame: Three months
Locations:
city: Huesca
country: Spain
facility: University of Zaragoza
Study officials:
affiliation: Universidad de Zaragoza
name: Javier G García Cazorla, Phd Student
role: PRINCIPAL_INVESTIGATOR
References: