A cluster-randomized controlled trial to improve student experiences in physical education: Results of a student-centered learning intervention with high school teachers

Barbara E. Bechter, James A. Dimmock, Ben Jackson

Research output: Contribution to journalArticle

Abstract

Objectives: The purpose of this study was to investigate the effects of a teacher training program targeting the use of student-centered learning strategies—compared to a typical-practice, teacher-centered teaching style control—on physical education (PE) outcomes among high school students. Design: This investigation was following the CONSORT guidelines (2010) for a cluster randomized controlled trial. Method: Australian students, aged 12–16 years (N = 554, M = 14.27, SD = 0.69), reported their motivation for PE, perceptions of teacher-derived psychological need satisfaction, in-class effort, and self-efficacy at baseline and follow-up (5 weeks later). Fidelity assessments were made at the mid-point of the intervention, whereby a blinded, trained observer coded teachers’ implementation of student-centered learning strategies. Results: Teachers in the intervention arm implemented student-centered strategies to a greater extent than those in the control arm. Linear mixed models revealed that over-time, relative to those in the control arm, students in the intervention arm displayed more positive change in autonomous motivation for PE, as well as in autonomy and relatedness need satisfaction, effort, and PE learning-efficacy. Conclusions: Conceptually, these findings demonstrate that teacher training programs targeting the use of student-centered teaching strategies may be beneficial for promoting desirable motivational outcomes, and provide insight into the mechanisms responsible for these positive in-class effects (e.g., heightened need satisfaction). This study also offers important practical information for educators in terms of how to foster student-centered classroom environments.

Original languageEnglish
Article number101553
JournalPsychology of Sport and Exercise
Volume45
DOIs
Publication statusPublished - 1 Nov 2019

Fingerprint

Physical Education and Training
Randomized Controlled Trials
Learning
Students
Motivation
Teaching
Education
School Teachers
Self Efficacy
Linear Models
Guidelines
Psychology

Cite this

@article{eb7bccd7dd2c4264907f3b7ca90787d3,
title = "A cluster-randomized controlled trial to improve student experiences in physical education: Results of a student-centered learning intervention with high school teachers",
abstract = "Objectives: The purpose of this study was to investigate the effects of a teacher training program targeting the use of student-centered learning strategies—compared to a typical-practice, teacher-centered teaching style control—on physical education (PE) outcomes among high school students. Design: This investigation was following the CONSORT guidelines (2010) for a cluster randomized controlled trial. Method: Australian students, aged 12–16 years (N = 554, M = 14.27, SD = 0.69), reported their motivation for PE, perceptions of teacher-derived psychological need satisfaction, in-class effort, and self-efficacy at baseline and follow-up (5 weeks later). Fidelity assessments were made at the mid-point of the intervention, whereby a blinded, trained observer coded teachers’ implementation of student-centered learning strategies. Results: Teachers in the intervention arm implemented student-centered strategies to a greater extent than those in the control arm. Linear mixed models revealed that over-time, relative to those in the control arm, students in the intervention arm displayed more positive change in autonomous motivation for PE, as well as in autonomy and relatedness need satisfaction, effort, and PE learning-efficacy. Conclusions: Conceptually, these findings demonstrate that teacher training programs targeting the use of student-centered teaching strategies may be beneficial for promoting desirable motivational outcomes, and provide insight into the mechanisms responsible for these positive in-class effects (e.g., heightened need satisfaction). This study also offers important practical information for educators in terms of how to foster student-centered classroom environments.",
keywords = "Intrinsic motivation, Person-centered pedagogy, Psychological needs, Self-determination theory",
author = "Bechter, {Barbara E.} and Dimmock, {James A.} and Ben Jackson",
year = "2019",
month = "11",
day = "1",
doi = "10.1016/j.psychsport.2019.101553",
language = "English",
volume = "45",
journal = "Psychology of Sport & Exercise",
issn = "1469-0292",
publisher = "Elsevier",

}

TY - JOUR

T1 - A cluster-randomized controlled trial to improve student experiences in physical education

T2 - Results of a student-centered learning intervention with high school teachers

AU - Bechter, Barbara E.

AU - Dimmock, James A.

AU - Jackson, Ben

PY - 2019/11/1

Y1 - 2019/11/1

N2 - Objectives: The purpose of this study was to investigate the effects of a teacher training program targeting the use of student-centered learning strategies—compared to a typical-practice, teacher-centered teaching style control—on physical education (PE) outcomes among high school students. Design: This investigation was following the CONSORT guidelines (2010) for a cluster randomized controlled trial. Method: Australian students, aged 12–16 years (N = 554, M = 14.27, SD = 0.69), reported their motivation for PE, perceptions of teacher-derived psychological need satisfaction, in-class effort, and self-efficacy at baseline and follow-up (5 weeks later). Fidelity assessments were made at the mid-point of the intervention, whereby a blinded, trained observer coded teachers’ implementation of student-centered learning strategies. Results: Teachers in the intervention arm implemented student-centered strategies to a greater extent than those in the control arm. Linear mixed models revealed that over-time, relative to those in the control arm, students in the intervention arm displayed more positive change in autonomous motivation for PE, as well as in autonomy and relatedness need satisfaction, effort, and PE learning-efficacy. Conclusions: Conceptually, these findings demonstrate that teacher training programs targeting the use of student-centered teaching strategies may be beneficial for promoting desirable motivational outcomes, and provide insight into the mechanisms responsible for these positive in-class effects (e.g., heightened need satisfaction). This study also offers important practical information for educators in terms of how to foster student-centered classroom environments.

AB - Objectives: The purpose of this study was to investigate the effects of a teacher training program targeting the use of student-centered learning strategies—compared to a typical-practice, teacher-centered teaching style control—on physical education (PE) outcomes among high school students. Design: This investigation was following the CONSORT guidelines (2010) for a cluster randomized controlled trial. Method: Australian students, aged 12–16 years (N = 554, M = 14.27, SD = 0.69), reported their motivation for PE, perceptions of teacher-derived psychological need satisfaction, in-class effort, and self-efficacy at baseline and follow-up (5 weeks later). Fidelity assessments were made at the mid-point of the intervention, whereby a blinded, trained observer coded teachers’ implementation of student-centered learning strategies. Results: Teachers in the intervention arm implemented student-centered strategies to a greater extent than those in the control arm. Linear mixed models revealed that over-time, relative to those in the control arm, students in the intervention arm displayed more positive change in autonomous motivation for PE, as well as in autonomy and relatedness need satisfaction, effort, and PE learning-efficacy. Conclusions: Conceptually, these findings demonstrate that teacher training programs targeting the use of student-centered teaching strategies may be beneficial for promoting desirable motivational outcomes, and provide insight into the mechanisms responsible for these positive in-class effects (e.g., heightened need satisfaction). This study also offers important practical information for educators in terms of how to foster student-centered classroom environments.

KW - Intrinsic motivation

KW - Person-centered pedagogy

KW - Psychological needs

KW - Self-determination theory

UR - http://www.scopus.com/inward/record.url?scp=85067602077&partnerID=8YFLogxK

U2 - 10.1016/j.psychsport.2019.101553

DO - 10.1016/j.psychsport.2019.101553

M3 - Article

VL - 45

JO - Psychology of Sport & Exercise

JF - Psychology of Sport & Exercise

SN - 1469-0292

M1 - 101553

ER -