Adopting the Situation in School Questionnaire to Examine Physical Education Teachers’ Motivating and Demotivating Styles Using a Circumplex Approach

Géraldine Escriva-Boulley, Emma Guillet-Descas, Nathalie Aelterman, Maarten Vansteenkiste, Nele Van Doren, Vanessa Lentillon-Kaestner and Leen Haerens
Additional contact information
Géraldine Escriva-Boulley: LISEC Laboratory, Haute Alsace University, 68093 Mulhouse, France
Emma Guillet-Descas: Laboratory of Vulnerabilities and Innovation in Sport (L-VIS UR 7428), University of Claude Bernard Lyon 1, 69100 Villeurbanne, France
Nathalie Aelterman: Impetus Academy Inc., 9910 Knesselare, Belgium
Maarten Vansteenkiste: Department of Personality, Social and Developmental Psychology, Faculty of Psychology and Educational Sciences, Ghent University, 9000 Ghent, Belgium
Nele Van Doren: Department of Movement and Sports Sciences, Faculty of Medicine and Health Sciences, Ghent University, 9000 Ghent, Belgium
Vanessa Lentillon-Kaestner: Teaching and Research Unit in Physical Education and Sport (UER-EPS), University of Teacher Education, State of Vaud (HEP Vaud), CH1014 Lausanne, Switzerland
Leen Haerens: Department of Movement and Sports Sciences, Faculty of Medicine and Health Sciences, Ghent University, 9000 Ghent, Belgium

IJERPH, 2021, vol. 18, issue 14, 1-27

Abstract: Grounded in SDT, several studies have highlighted the role of teachers’ motivating and demotivating styles for students’ motivation, learning, and physical activity in physical education (PE). However, most of these studies focused on a restricted number of motivating strategies (e.g., offering choice) or dimensions (e.g., autonomy support). Recently, researchers have developed the Situations-in-School (i.e., SIS-Education) questionnaire, which allows one to gain a more integrative and fine-grained insight into teachers’ engagement in autonomy-support, structure, control, and chaos through a circular structure (i.e., a circumplex). Although teaching in PE resembles teaching in academic courses in many ways, some of the items of the original situation-based questionnaire (e.g., regarding homework) are irrelevant to the PE context. In the present study, we therefore sought to develop a modified, PE-friendly version of this earlier validated SIS-questionnaire—the SIS-PE. Findings in a sample of Belgian (N = 136) and French (N = 259) PE teachers, examined together and as independent samples, showed that the variation in PE teachers’ motivating styles in this adapted version is also best captured by a circumplex structure, with four overarching styles and eight subareas differing in their level of need support and directiveness. The SIS-PE possesses excellent convergent and concurrent validity. With the adaptations being successful, great opportunities for future research on PE teachers (de-)motivating styles are created.

Keywords: autonomy support; structure; control; motivation to teach; need support; self-determination theory (search for similar items in EconPapers)
JEL-codes: I I1 I3 Q Q5 (search for similar items in EconPapers)
Date: 2021
References: View references in EconPapers View complete reference list from CitEc
Citations: View citations in EconPapers (2)

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