Does the level of motivation of physical education teachers matter in terms of job satisfaction and emotional exhaustion? A person-centered examination based on self-determination theory

Grounded in self-determination theory (SDT), prior research has demonstrated that physical education (PE) teachers may have different reasons to engage in teaching. Although some person-centered studies have identified varied motivational profiles in PE teachers, none of these studies have included the three forms of motivation (i.e., autonomous motivation, controlled motivation, and amotivation). This study aims to identify teachers’ motivational profiles, using the three forms of motivation. Moreover, differences between the obtained profiles in terms of job satisfaction and emotional exhaustion were examined. A sample of 107 primary school PE teachers participated. Four distinct motivational profiles were identified: “relatively amotivated,” “somewhat motivated,” “autonomous-controlled motivated,” and “relatively autonomously motivated.” Results showed that the predominantly autonomously motivated PE teachers reported the most adaptive pattern of outcomes. Although PE teachers from the “relatively autonomously motivated” group did not differ in terms of job satisfaction when compared to those in the “autonomous-controlled motivated” group, the former displayed lower values of emotional exhaustion. These findings support SDT in that more motivation is not necessarily better if this additional motivation comes from controlled reasons. These results could raise awareness among school stakeholders about the importance of increasing PE teachers’ autonomous motivation

Liderazgo en la promoción de la actividad física: Estrategias efectivas en la movilización de activos

El Congreso Internacional “Capas Cité – Ciudad”: Liderazgo en la promoción de la actividad física: Estrategias efectivas en la movilización de activos / Leadership in physical activity promotion: Effective strategies for mobilizing assets (https://congresohuesca.capas- c.eu/), organizado por CAPAS Cité-Ciudad (https://capas-c.eu/), tuvo lugar entre los días 7 y 9 de noviembre de 2019 en la ciudad de Huesca. Este Congreso pretendía, entre otros aspectos, sintetizar los avances científicos que se han producido en los cuatro años de intenso trabajo en el proyecto Europeo CAPAS-Ciudad (Centro Pirenaico de Promoción de la Actividad Física y la Salud). Aunque en este proyecto han participado activamente cuatro socios (los Ayuntamientos de Tarbes y Huesca y las Universidades de Pau y Zaragoza.), el grupo de investigación Educación Física y Promoción de la Actividad Física (EFYPAF) de la Universidad de Zaragoza ha desarrollado un arduo trabajo en tres de las líneas de investigación del proyecto: - Promoción de comportamientos saludables en jóvenes. - Desplazamiento activo al centro educativo. - Promoción de comportamientos saludables en poblaciones prioritarias. En base a estas líneas de investigación, se decidió también que el congreso se dividiese en tres ejes temáticos vinculados con la promoción de comportamientos saludables: ámbito educativo, ámbito comunitario y contextos prioritarios. Este encuentro internacional reunió a más de 250 profesionales de diversas disciplinas relacionadas con la salud y la educación (docentes, educadores físicos, nutricionistas, enfermeros, médicos, etc.) con el objetivo de analizar diferentes acciones y compartir estrategias efectivas para mejorar los comportamientos saludables de toda la población en los distintos ámbitos de actuación. .

Students’ need satisfaction and frustration profiles: Differences in outcomes in physical education and physical activity-related variables

Grounded in self-determination theory, the objectives of the present research were to identify latent profiles based on need-based experiences in physical education (PE), and to examine differences in outcomes in PE (i.e. motivation, experiences, and oppositional defiance) and outside of PE (i.e. physical activity intention, moderate-to-vigorous physical activity, and meeting physical activity recommendations) across the identified profiles. A purposive sample of 1062 secondary PE students (526 boys and 536 girls; Mage  = 14.15, SD = 1.51) participated in this cross-sectional study. Results from latent profile analysis revealed four need satisfaction and frustration profiles: “high need satisfaction–low need frustration”; “moderate need satisfaction–low need frustration”; “moderate need satisfaction–moderate need frustration”; and “low need satisfaction–high need frustration.” For outcomes in PE, the “high need satisfaction–low need frustration” profile was the most adaptive, while the “low need satisfaction–high need frustration” profile obtained the most maladaptive pattern of outcomes. The “moderate need satisfaction–low need frustration” profile was more adaptive than the “moderate need satisfaction–moderate need frustration” profile, although both were similar in experiences and oppositional defiance. For outcomes outside of PE, the “high need satisfaction–low need frustration” profile scored highest, while no differences were obtained among the three remaining profiles. These results provide further insight into the importance for PE teachers not only to support students’ need satisfaction, but also to minimize need frustration, in obtaining the most optimal pattern of outcomes in PE, as well as a more active lifestyle among students

How coaches’ need-supportive and controlling behaviors are related to different (mal)adaptive outcomes in water polo players: a person-centered approach

The relationship between both coaches’ need-supportive and controlling behaviors and different athletes’ motivational outcomes has been previously examined. However, little is known about the coexistence of coaches’ need-supportive and controlling behaviors in the sports context and even less, about what coach’s motivating style configuration may yield the most and the least adaptive pattern of outcomes in relation to athletes’ motivating experiences. Grounded in self-determination theory (SDT), this study aimed to identify coach motivating style groups based on athletes’ perceptions of need-supportive and four controlling behaviors (i.e., controlling use of rewards, negative conditional regard, intimidation, and personal control), and to examine their differences in terms of athletes’ motivational outcomes and sport commitment. Using a sample of 658 young water polo players (Mage = 14.76, SD = 1.36), results revealed five distinct coach motivating style groups. A coexistence of need-supportive and controlling use of rewards was identified among athletes in two groups. The “very low support-high control” group yielded the most maladaptive outcomes, while the “high support-low control” group was the most optimal style, even when compared to coaches that combined high need-supportive and controlling practices. This study provides deeper insights on how athletes may perceive simultaneously coach’s need-supportive and controlling behaviors, and how some controlling practices imply a higher motivational cost among athletes

Influence of Internal and External Controlling Teaching Behaviors on Students’ Motivational Outcomes in Physical Education: Is There a Gender Difference?

Purpose: Grounded in self-determination theory, this study examined gender latent mean differences in students’ perceptions of externally and internally controlling teaching behaviors, basic psychological need frustration, controlled motivation, amotivation, and oppositional defiance in the physical education context. Moreover, it analyzed the differentiated role that internal and external controlling behaviors play on these self-determination theory-related variables among girls and boys. Method: A sample of 1,118 students (Mage = 14.11 ± 1.50; 50.9% girls) participated in this research. A multigroup structural equation modeling approach was used to respond to the research questions. Results: Analyses revealed that girls reported more maladaptive outcomes in most self-determination theory-related variables than boys. Although externally and internally controlling behaviors of physical education teachers were positively related to maladaptive outcomes, the behaviors correlate differently between boys and girls. Conclusion: Findings highlight the importance of reducing externally controlling behaviors in boys and internally controlling behaviors in both genders, but particularly in girls

Centre for the Promotion of Physical Activity and Health (CAPAS-City): A Pyrenean Cross-Cultural Structure to Lead the Way in the Design, Implementation, and Evaluation of Multilevel Physical Activity Interventions on behalf of the Capas-City Project

International audienceThis study describes a Pyrenean cross-cultural structure called Centre for the Promotion of Physical Activity and Health (CAPAS-City) that was created to promote physical activity (PA) in Huesca (Spain) and Tarbes (France). The main aim of this centre is to lead the way in the design, implementation, and evaluation of multilevel PA interventions to improve their efficacy and sustainability inside the city. CAPAS-City responds to the main challenges related to multilevel PA interventions, through six guiding principles: (1) promoting sustainability, (2) playing a leadership role, (3) promoting multisectoral partnerships, (4) using evidence-based strategies, (5) promoting integrated knowledge translation, and (6) using a participatory research approach. Five multilevel PA interventions were designed in both cities by CAPAS-City with these principles in mind. Through the example of the Annual MOT Test adapted to bikes, we also illustrate one practical application of the use of these principles, following the Social-Ecological approach, in which the main agents of influence are involved at different levels to encourage cycling. According to the promising results found in this study, CAPAS-City appears to be a structure that is able to respond to the main needs and challenges of multilevel interventions to increase PA levels in the whole population of both cities

Can high schools be an effective setting to promote healthy lifestyles? Effects of a multiple behavior change intervention in adolescents

Purpose The main aim was to examine the effects of a school-based intervention on multiple health behaviors in adolescents, such as 24-hour movement behaviors (i.e., physical activity, sedentary time, and sleep duration), diet, and substance consumption (i.e., alcohol and tobacco). Another aim was to examine intragender differences in the effectiveness of the programme. Methods A quasi-experimental design was carried out in two secondary schools throughout one academic year. A final sample of 210 students participated: 105 in the control (Mage¿=¿13.07 ± 0.63) and 105 in the experimental school (Mage¿=¿13.05 ± 0.59). A multicomponent school-based intervention was conducted by teachers in the experimental school via curricular (i.e., tutorial action plan, interdisciplinary project, and school break) and extracurricular (i.e., family involvement, institutional and noncurricular activities, and dissemination of health information and events) actions to promote adolescents' healthy lifestyles. Physical activity and sedentary time were measured by accelerometers, and the rest of health behaviors by using self-reported scales. Results Experimental school students showed a significant improvement in meeting specific and general combinations of 24-hour movement guidelines, sedentary screen time levels, nap duration, (un)healthy diet scores, breakfast intake, and soft drink consumption compared to both control school students and their baseline values (p >.05). Active commuting and substance consumption rates only showed a significant improvement compared to control school students (p >.05). Although the intervention programme was effective in improving health-related behaviors in both genders, a large effect size was observed in boys. Conclusions Conducting multiple health behavior interventions becomes essential to improve adolescents' healthy lifestyles

Is high teacher directiveness always negative? Associations with students’ motivational outcomes in physical education

This study investigates how perceived competence-supportive and externally and internally controlling styles can be combined and associated with different students' motivational outcomes in Physical Education (PE). In a sample of 1107 students, results revealed that while competence-support positively related to need satisfaction and autonomous motivation, external and internal control positively related to need frustration, controlled motivation, amotivation, and oppositional defiance. Of the four identified profiles, the “high competence-support–low control” profile was the most adaptive, while the “low competence-support–very high control” profile was the most maladaptive. Findings suggest that PE teachers combine both styles with differentiated students’ motivational outcomes

The role of task and ego-oriented climate in explaining students’ bright and dark motivational experiences in Physical Education

Background: A distinction is made in Achievement Goal Theory (AGT) between task-oriented (i.e. effort, intra-individual progress, and self-comparison) and ego-oriented (i.e. inter-individual progress and normative comparison) climates. Combining insights from AGT and Self-Determination Theory (SDT), studies in the PE context have shown that a task-oriented climate positively relates to need satisfaction, although the findings regarding the motivating role of an ego-oriented climate are inconsistent. Moreover, little is known about the role of task- or ego-oriented climates in explaining experiences of basic psychological need frustration. Purpose: Grounded in AGT and SDT, the aim of the present study was to examine if experiences of basic psychological need satisfaction and need frustration can explain why task- and ego-oriented climates elicit positive and negative motivational outcomes in PE, respectively. Research design: Cross-sectional study. Method: A sample of 524 secondary school students (51.1% boys, M age = 14.51; SD = 1.81) from five different secondary schools participated in this study. Students reported on their perceptions of task- and ego-oriented climates, motivational regulations, basic psychological need satisfaction, and need frustration, as well as positive and negative outcomes in PE. Structural equation modeling was used to investigate our objective. Results: We found that a task-oriented climate had a strong and positive relationship with basic psychological need satisfaction, eliciting a bright pathway to autonomous motivation and affective attitude. An ego-oriented climate was positively related to basic psychological need frustration, eliciting a dark pathway to amotivation and boredom. A negative cross-path from task-oriented climate to basic psychological need frustration was also found, while no significant cross-paths were found from ego-oriented climate to basic psychological need satisfaction. Conclusions: This study provides a better understanding of the mechanisms that explain why task- and ego-oriented climates shape students’ motivational experiences in PE lessons. It is suggested that a task-oriented climate elicits a bright pathway towards more optimal functioning, because it fosters experiences of need satisfaction and buffers against experiences of need frustration. In contrast, an ego-oriented climate is primarily positively related to feelings of need frustration and negative motivational outcomes. Practical implications for PE teacher training are discussed

Improving motivation for physical activity and physical education through a school-based intervention

The aim was to examine the effects of a multicomponent school-based intervention on psychological correlates of physical activity (PA) in physical education (PE) and leisure-time PA settings. Two hundred and ten students (M¼13.06±0.61) were assigned either to a control or an experimental school. Curricular and extracurricular PA actions were developed during one academic year to empower adolescents to be active by themselves. Experimental school students reported significant improvements in almost all psychological determinants and correlates of PA in PE and leisure-time PA settings, when compared to both control school students and their own baseline values. Results highlight the importance of developing multi- component school-based interventions that involve the school community to improve students’ motivational outcomes in PE and leisure-time PA context