How the Bright and Dark Side of Self-Determination Theory Relate to - PowerPoint PPT Presentation

How the Bright and Dark Side of Self-Determination Theory Relate to Students’ Life Skills Development Within Physical Education LO RC A N C RO N IN 1 , D A V ID M A RC HA N T 1 , JUSTIN E A LLEN 2 , C LA IRE M ULV EN N A 3 , D A V ID C ULLEN 4 , G A RETH W ILLIA M S 1 , & PA UL ELLISO N 1 1 ED G E HILL UN IV ERSITY , 2 UN IV ERSITY O F STIRLIN G , 3 UN IV ERSITY O F BO LTO N , & 4 W O O D BRO O K C O LLEG E

I ntro duc tio n  T hro ug ho ut the wo rld, the pe rso na l de ve lo pme nt o f stude nts is se e n a s a ke y c urric ula r a im o f PE (Ha rdma n, 2011)  PE ha s a lso b e e n pro po se d a s a n ide a l se tting fo r the de ve lo pme nt o f life skills (Go uda s, 2010)  ole in yo ung pe o ple s’ de ve lo pme nt T e ac he r s play a ke y r within PE (Ba ile y e t a l., 2013)

I ntro duc tio n Se lf- De te r mination T he or y and L ife Skills De ve lopme nt  Se lf-De te rmina tio n T he o ry (Rya n a nd De c i, 2000) is a the o ry o f huma n de ve lo pme nt a nd we llne ss  Ho dg e , Da nish, a nd Ma rtin’ s (2013) c o nc e ptua l fra me wo rk fo r life skills inte rve ntio ns sug g e ste d tha t Se lf-De te rmina tio n T he o ry c o uld b e utilize d to inve stig a te life skills de ve lo pme nt  Within PE , Cro nin e t a l. (2018) fo und tha t te a c he r a uto no my suppo rt wa s re la te d to the de ve lo pme nt o f e ig ht diffe re nt life skills within stude nts

Purpo se o f the Study T e ac hing Climate  T e a c he r a uto no my suppo rt  Co ntro lling te a c hing Basic Ne e d Satisfac tion and F r ustr ation  Auto no my  Co mpe te nc e L ife Skills  Re la te dne ss  T e a mwo rk  L e a de rship  Co mmunic a tio n  So c ia l skills  Go a l se tting  Ba rtho lo me w e t a l. (2011) T ime ma na g e me nt  Ha e re ns e t a l. (2015) Pro b le m so lving L iu e t a l. (2017)  E mo tio na l skills

Me tho d 406 PE Stude nts Ma le s ( n = 189) & a g e d 12–17 ye a rs fe ma le s ( n = 217) ( M a g e = 13.71 ye a rs) Pa rtic ipa nts 5 sc ho o ls a c ro ss Ave ra g e o f 2.02 E ng la nd a nd I re la nd ho urs o f PE pe r – inc lude d 39 we e k te a c he rs

Me a sure s Autonomy Suppor tive and Contr olling T e ac hing E mpo we ring a nd Dise mpo we ring Mo tiva tio na l Clima te • Que stio nna ire (Apple to n e t a l., 2016) Auto no my-Suppo rtive Co a c hing Que stio nna ire • (Co nro y a nd Co a tswo rth, 2007) 10 ite ms fo r e a c h sub sc a le • Strongly Strongly My PE teacher…. disagree agree Gives students choices and options 1 2 3 4 5 Threatens to punish students to keep them in 1 2 3 4 5 line during PE classes Alpha c oe ffic ie nts = .94 a nd .89

Me a sure s Basic Ne e d Satisfac tion and F r ustr ation Ba sic Ne e ds Sa tisfa c tio n a nd F rustra tio n Sc a le fo r PE • (Ha e re ns e t a l., 2015) 24-ite m sc a le • Not true Completely During PE lessons… at all true I feel a sense of choice and freedom in the things I undertake 1 2 3 4 5 I am capable at what I am doing 1 2 3 4 5 I feel that class members I care about also care about me 1 2 3 4 5 I feel obligated to do certain things 1 2 3 4 5 I feel insecure about my abilities 1 2 3 4 5 I feel excluded from the group I want to belong to 1 2 3 4 5 Alpha c oe ffic ie nts = .85 to .91 ial validity = suppo rte d via CF A F ac tor

Me a sure s ife skills de ve lopme nt – L ife Skills Sc a le fo r PE (Cro nin e t a l., 2018) L 43 ite ms a sse ssing the e ig ht life skills liste d e a rlie r • PE classes have taught me to… Not at all A little Some A lot Very much Work well within a team/ group 1 2 3 4 5 Set specific goals 1 2 3 4 5 Speak clearly to others 1 2 3 4 5 Organise team/group members to 1 2 3 4 5 work together Alpha c oe ffic ie nts = .90 to .94 ial validity = suppo rte d via CF A, E SE M a nd b ifa c to r a na lysis F ac tor

Da ta Ana lyse s  T o a sse ss if multile ve l a na lyse s wo uld b e a ppro pria te  T o a sse ss the no rma lity o f the da ta a nd po ssib le g e nde r a nd a g e g ro up diffe re nc e s  De sc riptive sta tistic s a nd c o rre la tio ns  Pro c e ss Ma c ro fo r SPSS to a sse ss o ur me dia tio na l mo de ls (c ro ss c he c ke d o ur finding s using struc tura l e q ua tio n mo de lling a nd the re sults we re sub sta ntive ly ide ntic a l)

Re sults Stude nts’ pe rc e ption of the ir PE te a c he r/ s? Strongly Strongly disagree agree Autonomy suppor tive 1 2 3 4 5 1 2 3 4 5 Contr olling

Re sults Stude nts’ pe rc e ption of the PE e nvironme nt? Not true Completely at all true 1 2 3 4 5 Autonomy satisfac tion Compe te nc e satisfac tion 1 2 3 4 5 Re late dne ss satisfac tion 1 2 3 4 5 1 2 3 4 5 Autonomy fr ustr ation 1 2 3 4 5 Compe te nc e fr ustr ation 1 2 3 4 5 Re late dne ss fr ustr ation

Re sults Stude nts’ pe rc e ption of whe the r PE ha s ta ug ht the m the e ig ht diffe re nt life skills? Not at all A little Some A lot Very much T e amwor k 1 2 3 4 5 1 2 3 4 5 Communic ation 1 2 3 4 5 Soc ial skills L e ade r ship 1 2 3 4 5 1 2 3 4 5 Goal se tting 1 2 3 4 5 T ime manage me nt 1 2 3 4 5 Pr oble m solving 1 2 3 4 5 E motional skills 1 2 3 4 5 T otal life skills

Co rre la tio na l Re sults T e a mwo rk Auto no my sa tisfa c tio n Go a l se tting L e a de rship Co mpe te nc e sa tisfa c tio n So c ia l skills Pro b le m so lving Re la te dne ss sa tisfa c tio n T e a c he r E mo tio na l skills a uto no my T ime ma na g e me nt suppo rt Co mmunic a tio n r ra ng e = .42*** to .68*** Auto no my frustra tio n Co mpe te nc e frustra tio n Co ntro lling Re la te dne ss frustra tio n T e a c hing r ra ng e = .35*** to .41***

Me dia tio n Re sults β range = .12*** to .55*** T e a mwo rk Auto no my sa tisfa c tio n .64*** Go a l se tting L e a de rship Co mpe te nc e sa tisfa c tio n .48*** Re la te dne ss sa tisfa c tio n .49*** T e a mwo rk Go a l se tting T e a c he r L e a de rship a uto no my So c ia l skills Suppo rt Pro b le m so lving E mo tio na l skills T o ta l E ffe c ts = .46*** to .59*** T ime ma na g e me nt Dire c t E ffe c ts = .11* to .17** Co mmunic a tio n

Disc ussio n Ke y F indings  Brig ht side o f the pa thwa y is re la te d to stude nts de ve lo pme nt o f the ir life skills within PE  Da rk side o f the pa thwa y is o nly re la te d to ne e d frustra tio n Pr ac tic al Applic ation  T e a c he rs sho uld pro vide a n a uto no my suppo rtive c lima te a nd se e k to sa tisfy stude nts’ thre e b a sic ne e ds L imitations  Ca usa lity c o uld no t b e e sta b lishe d  Se lf-re po rt