Relationships between (de-)motivating teaching approaches with students’ need-based experiences and affective outcomes in physical education: a circumplex approach

Abstract

Background: From a traditional categorical perspective, the teacher’s overarching styles of autonomy support and structure have been identified as beneficial for students, while control and chaos have been considered detrimental in physical education (PE). Nevertheless, given that not all teaching practices within the same teaching style contribute equally to student learning, the circumplex approach to (de-)motivating teaching styfles, together with the distinctions between need-nurturing and need-enabling versus need-thwarting and need-depriving practices, can help teachers discern which autonomy-supportive and structuring behaviors should be maximized and prioritized, and which controlling and chaotic behaviors should be minimized or avoided. Considering that little is currently known about the distinctive role that each approach may play in PE, there is a need for further research to shed light on how each approach specifically may contribute to need-based experiences (i.e. need satisfaction and frustration) and affective outcomes (i.e. enjoyment, boredom, and Physical Activity (PA) intention) according to the students in PE lessons. Purpose: This study aims to examine the direct and indirect relationships between students’ perceptions of the four motivating approaches (i.e. participative and attuning as autonomy-supportive, and guiding and clarifying as structuring) and the four demotivating approaches (i.e. demanding and domineering as controlling, and abandoning and awaiting as chaotic) with their need-based experiences, enjoyment, boredom and PA intention. Method: A convenience sample of 914 students (Mage= 14.86, SD = 0.46; 54% girls), divided into different school grade levels, participated in this cross-sectional study. A path analysis was conducted, such as main analysis of the study. Results: The path analysis model revealed that participative, attuning, guiding, demanding, and awaiting approaches had positive indirect effects on PA intention via need satisfaction and enjoyment. abandoning approach had negative indirect effects on PA intention via need satisfaction and enjoyment. Domineering and abandoning approaches also had negative indirect effects on PA intention via need frustration and boredom. Finally, the clarifying approach had no significant effects. Conclusions: Our results support the assumption that attuning and guiding approaches are more need-nurturing, whereas the participative approach is more need-enabling. Furthermore, domineering and abandoning approaches are more need-thwarting. However, the distinctive nature of clarifying, demanding, and awaiting approaches in PE requires further clarification. Impact statement: This study offers the first model linking eight (de-)motivating teaching approaches with students’ motivational processes in PE. The findings show each approach’s impact and inform teacher education programs that strengthen effective motivational strategies while limiting harmful practices.