000144980 001__ 144980
000144980 005__ 20240920135617.0
000144980 0247_ $$2doi$$a10.3389/fpubh.2024.1461630
000144980 0248_ $$2sideral$$a139822
000144980 037__ $$aART-2024-139822
000144980 041__ $$aeng
000144980 100__ $$aGarcía-Cazorla, Javier
000144980 245__ $$aA motivational training program for secondary physical education teachers based on the circumplex model: a study protocol of a randomised controlled trial
000144980 260__ $$c2024
000144980 5060_ $$aAccess copy available to the general public$$fUnrestricted
000144980 5203_ $$aIn most self-determination theory (SDT) research, improving (de)motivating teaching styles provides numerous benefits for students and teachers, although there is less evidence of 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 been delivered. This study outlines the protocol of a motivational training program, derived from the circumplex model, designed to enhance motivating teaching styles (and prevent or decrease demotivating teaching styles) among PE teachers. Consequently, this program seeks to improve motivational variables and influence (mal)adaptive outcomes in both teachers and students. A randomised controlled trial design with a mixed-method approach. At least 16 secondary PE teachers will be assigned to either an experimental group or a control group, together with some of their students. The training program comprises four face-to-face group sessions and two follow-up sessions (one individual and one group session). PE teachers will learn how to support autonomy and provide structure, as well as to be less controlling and chaotic towards students. Over approximately five months, teachers will implement these motivational strategies during their PE classes. 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). The results from this study could be useful for developing motivational training programs for in-service PE teachers.Clinical trial registration: ClinicalTrials.gov, identifier [NTC06479369].
000144980 536__ $$9info:eu-repo/grantAgreement/ES/MICINN/PID2021-127897NA-I00
000144980 540__ $$9info:eu-repo/semantics/openAccess$$aby$$uhttp://creativecommons.org/licenses/by/3.0/es/
000144980 655_4 $$ainfo:eu-repo/semantics/article$$vinfo:eu-repo/semantics/publishedVersion
000144980 700__ $$aSevil-Serrano, Javier
000144980 700__ $$0(orcid)0000-0001-8115-0649$$aGarcía-González, Luis$$uUniversidad de Zaragoza
000144980 700__ $$0(orcid)0000-0002-1543-5109$$aAbós, Ángel$$uUniversidad de Zaragoza
000144980 7102_ $$13001$$2187$$aUniversidad de Zaragoza$$bDpto. Expres.Music.Plást.Corp.$$cÁrea Didáctica Expres.Corporal
000144980 773__ $$g12 (2024), 12 pp.$$pFront. public health.$$tFrontiers in public health$$x2296-2565
000144980 8564_ $$s585481$$uhttps://zaguan.unizar.es/record/144980/files/texto_completo.pdf$$yVersión publicada
000144980 8564_ $$s2252706$$uhttps://zaguan.unizar.es/record/144980/files/texto_completo.jpg?subformat=icon$$xicon$$yVersión publicada
000144980 909CO $$ooai:zaguan.unizar.es:144980$$particulos$$pdriver
000144980 951__ $$a2024-09-20-13:01:49
000144980 980__ $$aARTICLE