Starting your journey toward more empowering teaching in PESSPA Dr Paul Appleton School of Sport, Exercise and Rehabilitation Sciences University of Birmingham www.empoweringcoaching.co.uk @EmpCoaching p.appleton@bham.ac.uk
Today’s webinar • Take a look at the theory associated with the empowering approach • Take a look at the research that has tested the empowering approach • Consider the motivational climate you create and how it could be more empowering @EmpCoaching
THE MANY BENEFITS OF PESSPA • Develop motor skills • Fitness and physical health • Development of physical activity (fitness for life) • Physical Literacy • Confidence and self esteem • Love of PESSPA • Ability to work as, and enjoy being part of, a team • Respect for others - the teachers and coaches, classmates • Ability to handle victory or defeat with grace and perspective • Development of life skills; for example , problem solving skills literacy and numeracy that can be applied in other contexts @EmpCoaching
NOT ALL PUPILS HAVE A POSITIVE PESSPA EXPERIENCE @EmpCoaching
TO MAKE IT IT MORE LIK IKELY PUPIL ILS ARE ON THE RIGHT ROAD IN PESSPA… @EmpCoaching
• The social context, environment or atmosphere MOTIVATIONAL CLIMATE surrounding pupils • What teachers/coaches say and do; how they organize, communicate and try to impact their pupils • Why, when, and how they praise or provide feedback following desirable performances or mistakes/poor performances @EmpCoaching
MOTIVATIONAL CLIMATE • When planning your classes/sessions, does this planning include a consideration of the motivational climate you will create? @EmpCoaching
WHAT THEORY TELLS US • Achievement goal theory and self-determination theory provide frameworks for understanding the motivational climate created by teachers/coaches in PESSPA. @EmpCoaching
Empowering Disempowering Motivational Motivational Climate Climate Task- Ego- Autonomy Socially Controlling involving involving Supportive Supportive Climate Climate Climate Climate Climate (SDT) (AGT) (AGT) (SDT) (SDT) Duda (2013) @EmpCoaching Duda & Appleton (2016)
Students' (n = 829; years 8-10) perceptions of the teacher-created motivational climate created in PE 5 4 3 2 1 0 Empowering Disempowering
@EmpCoaching
SELF REFLECTIO ION ACT CTIVITY: : YOUR EMPOWERING CLIMATE Strongly Disagree Neutral Agree Strongly When teaching/coaching in PESSPA… Disagree Agree 1. I encourage pupils to try new skills (Task) 1 2 3 4 5 2. I answer my pupils’ questions fully and carefully (Autonomy) 1 2 3 4 5 3. My pupils can really count on me to care, no matter what happens (Social) 1 2 3 4 5 4. I encourage pupils to help each other learn (Task) 1 2 3 4 5 5. I give my pupils choices and options (Autonomy) 1 2 3 4 5 6. I listen openly and do not judge pupils’ personal feelings (Social) 1 2 3 4 5 @EmpCoaching
@EmpCoaching
@EmpCoaching
• “When children and young people ‘ want to do ’ something as opposed to ‘ have to do ’ something there is a significant difference in progress and attainment; therefore it is imperative that by working together we deliver the best PESSPA outcomes for all which includes supporting and developing a high quality sustainable workforce” (Sue Wilkinson, 4/7/20) @EmpCoaching
HAVE TO DO WANT TO DO “ I only do “ I feel “ Being active “ I just love PESSPA to avoid pressured to is important PESSPA! ” punishment/ do PESSPA ” to me ” get praise Autonomous Controlled Motivation Motivation (High Quality) (Low Quality) Only more autonomous reasons for doing PESSPA result in desirable outcomes for children and young people @EmpCoaching
EVIDENCE • 637 Year 9 pupils from secondary schools across Wales • Completed the questionnaire capturing their perceptions of the teacher-created motivational climate in PE and autonomous and controlled reasons (motivation) for doing PE @EmpCoaching
Pupils’ Pupils’ .54 autonomous perceptions of reasons empowering (motivation) for teaching in PE doing PE -.15 -.34 Pupils’ Pupils’ controlled perceptions of reasons disempowering .41 (motivation) for teaching in PE doing PE @EmpCoaching
EVIDENCE: QUALITY OF ENGAGEMENT IN IN PE • We also measured indicators of pupils’ self-reported engagement in PE via: • Enjoyment • Concentration • Boredom • Assessed at 2 time points across academic year to determine change @EmpCoaching
.83 Enjoyment in PE .68 Autonomous Empowering Motivation for Teaching in PE .68 PE Concentration in PE Controlled Disempowering Motivation for Teaching in PE PE Boredom -.68 in PE @EmpCoaching Data from 299 pupils. Analyses controls for Time 1 scores
Enjoyment in PE Autonomous Empowering Motivation for Teaching in PE PE Concentration in PE .43 Controlled Disempowering Motivation for Teaching in PE .32 PE Boredom in PE @EmpCoaching Data from 299 pupils. Analyses controls for Time 1 scores
EVIDENCE: PUPILS’ PSYCHOLOGICAL WELL- AND IL ILL-BEING • Finally, we captured indicators of pupils’ self -reported psychological well- and ill-being: • Vitality (psychological energy) • Depression • Assessed at 2 time points across academic year to determine change @EmpCoaching
.68 .22 Autonomous Empowering Motivation for Vitality Teaching in PE PE .43 .16 Controlled Disempowering Motivation for Depression Teaching in PE PE @EmpCoaching Data from 299 pupils. Analyses controls for Time 1 scores
• “When children and young people ‘ want to do ’ something as opposed to ‘ have to do ’ something there is a significant difference in progress and attainment” • Our evidence suggests the quality of a pupils’ motivation (autonomous “ want to ” vs controlled “ have to ”) is a key predictor of their experiences in PE as well as their mental health • And pupils’ motivation is predicted by the extent to which the motivational climate in PESSPA is empowering vs disempowering @EmpCoaching
• “therefore it is imperative that by working together we deliver the best PESSPA outcomes for all which includes supporting and developing a high quality sustainable workforce” • Our evidence suggests a high quality workforce in PESSPA can be characterised by the creation of empowering (and low disempowering) motivational climates @EmpCoaching
(see Duda, 2013) An education programme Committed to making PESSPA more enjoyable, engaging and health-enabling For every child and young person in every school @EmpCoaching
Not a simple recipe or Theory-based Interactive teacher (coach) checklist Evidence-based centered training programme @EmpCoaching
• Evaluating the impact of Empowering PE TM training programme in secondary school PE in Wales Multi-methodological approach • Baseline interviews with PE teachers, SLT and pupils (July 19) • Baseline questionnaires with year 9 pupils (Sept 19) • Customise and delivery of (6 hour) Empowering PE TM training programme to PE staff (as well as 20 non-PE staff) • Community of practice (Oct 19 – Jan 20) • PE teachers collaborate to create empowering climates in their classes • Follow-up interviews and questionnaires (Feb 20) @EmpCoaching
• Evaluating the impact of Empowering PE TM training programme in secondary school PE in Wales “What I saw by certain students was remarkable. I know that’s a strong word. Students who are not stereotypically sporty or enjoy football. It was crazy by giving them or emphasising (autonomy) had a significant impact on the motivation and quality of work ” @EmpCoaching
• Evaluating the impact of Empowering PE TM training programme in secondary school PE in Wales “these are students who have real behavioural issues and are really challenging around the school… (they) are getting complete autonomy for 45 minutes of a lesson…they don’t get that anywhere else…we don’t have any corrective issues” @EmpCoaching
• Evaluating the impact of Empowering PE TM training programme in secondary school PE in Wales “I’ve been less command…I have let them go more and they have surprised me how well they have done and the quality of the game” @EmpCoaching
• “therefore it is imperative that by working together we deliver the best PESSPA outcomes for all which includes supporting and developing a high quality sustainable workforce” • Our evidence suggests a high quality workforce in PESSPA can be characterised by the creation of empowering (and low disempowering) motivational climates • Empowering PE TM is one training programme that can help teachers (and coaches) achieve the best PESSPA outcomes for all @EmpCoaching
Recommend
More recommend
