Prof. Dr. L. Haerens Department of Movement and Sports Sciences

1. Physical education teachers inspiring young people towards a physically active lifestyle?!: Motivational dynamics in physical education Prof. Dr. L. Haerens Department of Movement and Sports Sciences Department of Developmental, Personality and Social Psychology Ghent University, Belgium

2. Department of Movement and Sports Sciences (Ugent) Department of developmental, personal and social psychology (Ugent) Leen Haerens Isabel Tallir Greet Cardon Maarten Vansteenkiste BartSoenens PHD-students

3. PART I: Teaching for health based physical education: what does it mean? PART II: Training teachers for health based physical education

4. PART I: Teaching for health based physical education: what does it mean? Objectives Stimulate evidence-based reflective thinking on the most appropriate content and pedagogy for health-based physical education (HBPE) Providing an overview of Self-determination Theory and linking its key principles to HBPE

5. One of the stated aims of all compulsory PE programmes is to educate for lifelong engagement in physical activity for health(Puhse & Gerber, 2005) • BUT • PE = ‘the pill not taken’ (McKenzie & Lounsbery, 2009) • Lack of evidence on effective content and pedagogies for HBPE(Haerens et al, 2011)

6. Question 1: Is Increasing MVPA during PE THE WAY to promote lifelong engagement in PA?!

7. Is it really?.... • Elementary schools • 14 min MVPA • 19 min MVPA • Secondary schools • => 20 min MVPA • => 9 min MVPA

8. Increasing MVPA during PE insufficient for health (e.g. Harris, 2000, Cardon et al, 2004, Aelterman et al, 2010) • Need to promote transfer! • PE has a wide range of learning goals that are all important

9. Question 2: Ok, but what’s the alternative?

10. What is HBPE? • =getting youngsters to value and enjoyphysical activity for life so that they are (autonomously) motivatedto become/remain active outside physical education

11. Question 3: Motivation, what is it?

12. SELF-DETERMINATION THEORY Prof. Edward Deci (University of Rochester, NY) Prof. Richard Ryan (University of Rochester, NY)

13. I’m going to be put effort into PE... ‘because my teachers will punish me otherwise’ ‘because I can only be proud of myself if I do so’ ‘because I feel more energetic afterwards’ ‘because I want to be healthy’ ‘because I like PE’ Pleasure, passion, interest Personalrelevance, meaningful Punishmentrewards expectations Shame, guilt, self-worth Controlledmotivation Mustivation Autonomousmotivation Volitionalmotivation Process of internalisation = ownership of change

14. What is HBPE? • =getting youngsters to value and enjoyphysical activity for life so that they are autonomously motivatedto become/remain active outside physical education

15. Question 4:Is motivation really an important concept to consider in the relationship between PE and PA? What’s the evidence?

16. Increased physical activity during PE (Aelterman et al, 2012) • Remain more active in leisure time (Haerens et al, 2010) AUTONOMOUS MOTIVATION

17. Question 5: How do we teach for optimal motivation?

18. Autonomy Competence Relatedness Self-Determination Theory (Deci & Ryan, 1985; 2000) AUTONOMY SUPPORT RELATEDNESS SUPPORT STRUCTURE • Sincere interest • Choice • Meaningful rationale • Minimizing controlling language • Fun elements • Optimal challenge • Positive feedback • Encouragement • Clear guidelines & expectations • Sincere concern • Warmth • Unconditional regard • Emotional support Cox et al., 2008; Jang, Reeve & Deci, 2010; Mouratidis et al., 2008; Reeve & Jang, 2006; Sheldon & Filak, 2008; Vansteenkiste et al., 2004

19. Self-determination theory (Deci & Ryan, 1985; 2000) TEACHER STUDENT Need-support Autonomy-support Structure Involvement Need satisfaction Autonomy Competence Relatedness Motivation Outcome Perceptions of need-support

20. Teacher benchmarks for HBPE? • Increasing autonomy support: e.g. providing choice • Providing structure and competence support: e.g. help, differentiation • Relatedness support: e.g. being sincerely concerned about your pupils

21. Question 6: Does teachers’ need support really leads to more autonomous motivation and higher activity levels. What’s the evidence?

22. STUDIE 4 6a: Is need support notified by the students? TEACHER STUDENT ? Need-support Autonomy-support Structure Involvement Need satisfaction Autonomy Competence Relatedness Motivation Outcome Perceptions of need-support

23. E.g. The teacher asks the students questions about their interests, problems, values or wishes • “Which exercises do you find hard to do?” • “Did you understand the instructions?” + • E.g. The teacher provides a rationale for guidelines, tasks and assignments. • “A wider foot position is important because it enhances your balance.” Autonomy-support Autonomy-support Structure Structure + + Involvement Involvement • E.g. The teacher takes the perspective of students into account, is empathic. • “The teacher simplifies his language depending on the students’ development”

24. STUDIE 4 6a: Is need support notified by the students? TEACHER STUDENT ? Need-support Autonomy-support Structure Involvement Need satisfaction Autonomy Competence Relatedness Motivation Outcome Perceptions of need-support Yes it is!

25. 6b: Does need support lead to more optimal outcomes? TEACHER STUDENT Need-support Autonomy-support Structure Involvement Autonomous motivation Perceptions of need-support Need satisfaction Activity levels

26. Study 1 (Belgium) Physical activity during PE: accelerometers (CSA Actigraph monitors) • Study 2 (UK) Transfer of learning => to what extent does PE stimulates you to become more active during leisure time

27. NEED-SUPPORTIVE TEACHING BEHAVIOR • Autonomy support • Structure • Involvement • MVPAduring PE Model has good fit! χ2 =2,295, df=2 RMSEA=0.012 CFI=1 SRMR=0.008

28. Full mediation! χ2 =446.20, df=85 RMSEA=0.066 CFI=0,96 SRMR=0.049

29. STUDENTS’ NEED SATISFACTION • Autonomy-relatedness • Competence • MVPAduring PE χ2 =84,24, df=18 RMSEA=0.062 CFI=0,98 SRMR=0.022

30. Only partical mediation, direct relationship remains significant χ2 =185,163, df=49 RMSEA=0.054 CFI=0,99 SRMR=0.024

31. Methods • Study 2 • Multilevel • Regression • analyses • (MLWin)

32. Methods • Study 2 • Multilevel • Regression • analyses • (MLWin)

33. Both studies point towards the importance of need support and need satisfaction • Enhancing perceived competence might be crucial! • Teachers’ need support! • Actual motor competence?

34. What is HBPE in secondary schools? • =getting youngsters to value and enjoyphysical activity for life so that they are (autonomously) motivatedto become/remain active outside physical education • What is HBPE in preschool and elementary schools? • =providing young children with the necessary FMS to be able to feel competent when engaging in physical activities and sports in secondary schools and in later life?

35. The Bright Side of Self-determination Theory (Deci & Ryan, 1985; 2000) • NEED-SUPPORTIVE CONTEXTS • Autonomy support • Structure • Involvement • NEED SATISFACTION • Autonomy • Competence • Relatedness AUTONOMOUS MOTIVATION • Positive outcomes

36. Question 7: What about the Dark side of Self-determination Theory? (Deci & Ryan, 1985; 2000) • NEED-THWARTING • CONTEXT • Controlling • Chaotic • Cold • NEED FRUSTRATION • Autonomy • Competence • Relatedness Autonomous motivation Controlled motivation Amotivation • Negative outcomes

37. Introduction Autonomy Autonomy AUTONOMY SUPPORT CONTROL • Shouting, yelling, roaring • Exerting power • Losing patience • Controlling language • Pressuring pupils • Criticizing pupils • Sincere interest • Choice • Meaningful rationale • promoting initiative • Fun elements

38. Autonomysupport i.e. ‘’ Lisa istheresomethingwrong? I seeyou are struggelingwithcatching the ball. If youwantthat I show itagain, youcanask me.’’ Controlling i.e. ‘‘ Come on Dean, justthrow and catch (irritated). A boy of yourageschouldbe able to do thisnaturally. NO, NO, NO, … STOP, NOT GOOD, come over here,…  ’’

39. c-path CONTROLLED MOTIVATION Controlled motivation B = .43 (0.20)* b-path a-path BL2 = .60 (0.10)*** B = .41 (0.19)* BL1 = .66 (0.04)*** PERCEIVED CONTROLLING Indirect effect = 0.25 (0.12)* • De Meyer J.*, Tallir I.*, Soenens B., Vansteenkiste M., Speleers L., Aelterman N., Van den Berghe L. & Haerens L. (Accepted pending minor revisisons). Relation between observed controlling teaching behavior and students’ motivation in physical education. Journal of Educational Psychology. *Equal contribution

40. c-path AMOTIVATION Amotivation B = .23 (0.21) b-path a-path BL2 = .54 (0.12)*** B = .41 (0.19)* BL1 = .67 (0.05)*** PERCEIVED CONTROLLING Indirect effect = 0.22 (0.11)* • De Meyer J.*, Tallir I.*, Soenens B., Vansteenkiste M., Speleers L., Aelterman N., Van den Berghe L. & Haerens L. (Accepted pending minor revisisons). Relation between observed controlling teaching behavior and students’ motivation in physical education. Journal of Educational Psychology. *Equal contribution

41. Although teachers do not engage often in controlling behavior students do notice • Controlling teaching behavior is related to less optimal forms of motivation • Controlled motivation and amotivation are related with lower levels of PA in and outside PE (Aelterman et al., 2012 and Haerens et al. 2010)

42. PART I: Teaching for health based physical education: what does it mean? Conclusion

43. Conclusion • WHAT IS HBPE IN SECONDARY SCHOOLS? • Teaching for youngsters to be more likely to value and enjoyphysical activity for life so that they become/remain active outside physical education • TEACHERS NEED TO BE STIMULATED TO TEACH IN A MORE NEED SUPPORTIVE & LESS CONTROLLING WAY! • INTERVENTIONS/CPD FOR TEACHERS NEEDED!

44. PART I: Teaching for health based physical education: what does it mean? Objectives Stimulate evidence-based reflective thinking on the most appropriate content and pedagogy for health-based physical education (HBPE) Providing an overview of Self-determination Theory and linking its key principles to HBPE

45. PART I: Teaching for health based physical education: what does it mean? PART II: Training teachers for health based physical education: what is needed?

46. Intervention and experimental studies needed • Better insight into antecedents of teachers’ behaviors

47. 1. Antecedents of need supportive and need thwarting teaching behaviors?

48. General causality orientation = The source of initiation and regulation of behavior in daily life. E.g., you are asked to plan a picnic for yourself and your fellow employees. Your style for approaching this project could most likely be characterized as: … Seek participation: get inputs from others before you make the final plans. Take charge: that is, you would make most of the major decisions yourself. Autonomy Orientation Controlled Orientation

49. Need Support • Autonomy support • Structure before activity • Structure during activity • Relatedness support Need Thwarting Controlled Orientation • Control • Chaos • Cold interactions

50. Antecedents Above Need support / thwarting Within Below • Need to explore a wider range of antecedents in order to be able to design effective interventions for teachers!