EFFECTS OF A WEB-BASED NEED-SUPPORTIVE INTERVENTION PROGRAM ON PHYSICAL EDUCATION TEACHER OUTCOMES

Authors

  • Henri Tilga Institute of Sports Sciences and Physiotherapy, Faculty of Medicine, University of Tartu, Tartu, Estonia https://orcid.org/0000-0002-6363-4882
  • Linda Marii Aljasmäe Institute of Sports Sciences and Physiotherapy, Faculty of Medicine, University of Tartu, Tartu, Estonia
  • Hasso Paap Institute of Sports Sciences and Physiotherapy, Faculty of Medicine, University of Tartu, Tartu, Estonia
  • Pille-Riin Meerits Institute of Sports Sciences and Physiotherapy, Faculty of Medicine, University of Tartu, Tartu, Estonia
  • Andre Koka Institute of Sports Sciences and Physiotherapy, Faculty of Medicine, University of Tartu, Tartu, Estonia

Keywords:

need support, controlling behaviour, motivation, teaching efficacy, web-based intervention, teacher education

Abstract

Interventions aimed at enhancing need-supportive behaviours have predominantly focused on assessing their effects on student outcomes, thereby placing comparatively less emphasis on gains experienced by teachers. This study investigated whether a web-based need-supportive intervention programme for physical education (PE) teachers would also provide significant gains in enhancing PE teachers need-supportive behaviours, psychological need satisfaction, intrinsic motivation to teach, teaching efficacy and reducing their controlling behaviours. Participants were 74 PE teachers (54 women). Their average age was 46.04 years (SD = 12.64), and they had an average teaching experience of 17.33 years (SD = 13.83). Participants were allocated into experimental and control conditions. PE teachers in the experimental group completed a four-week web-based need-supportive intervention programme. Results demonstrated that the experimental group PE teachers demonstrated significant gains in their autonomy support, competence support and teaching efficacy compared to the control group PE teachers within a one-month follow-up. These results suggest that our web-based need-supportive intervention programme for PE teachers was partially effective to produce gains for PE teachers themselves.

Key words: autonomy support, competence support, relatedness support, controlling behaviour, motivation, teaching efficacy

Downloads

Published

2025-01-02

How to Cite

Tilga, H., Aljasmäe, L. M. ., Paap, H., Meerits, P.-R., & Koka, A. (2025). EFFECTS OF A WEB-BASED NEED-SUPPORTIVE INTERVENTION PROGRAM ON PHYSICAL EDUCATION TEACHER OUTCOMES. Kinesiology, 56(2), 291–303. Retrieved from https://hrcak.srce.hr/ojs/index.php/kinesiology/article/view/30616

Issue

Vol. 56 No. 2 (2024)

Section

Articles

License

Creative Commons License

This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.

At Faculty of Kinesiology we recognize that access to quality research is vital to the scientific community and beyond. Kinesiology is non-profit journal and all costs of publishing and peer review process are covered by the publisher itself or other funding sources like Ministry of Science and Education of the Republic of Croatia.   Full text papers are also available free of charge at http://hrcak.srce.hr/kineziologija. There are no restrictions on self archiving of any form of paper (preprint, postprint and publisher's version). 

Articles are distributed under the terms of the CC BY - NC 4.0

Kinesiology does not charge any fees to authors to submit or publish articles in our journal.