Effect of the Interpersonal Autonomy-Supportive Teaching Style on the Professional Training of Lifeguards

Irene Castañón-Rubio, Pablo Jorge Marcos-Pardo, Francisco Cano Noguera and Juan Antonio Moreno-Murcia
Additional contact information
Irene Castañón-Rubio: Physical Activity and Sport Sciences Department, Faculty of Sport, Catholic University of Murcia, 30107 Murcia, Murcia, Spain
Pablo Jorge Marcos-Pardo: Physical Activity and Sport Sciences Department, Faculty of Sport, Catholic University of Murcia, 30107 Murcia, Murcia, Spain
Francisco Cano Noguera: Physical Activity and Sport Department, Faculty of Sport Sciences, University of Murcia, 30720 Murcia, Murcia, Spain
Juan Antonio Moreno-Murcia: Sport Science Department, Faculty of Social and Health Sciences, Miguel Hernández University of Elche, 03130 Elche, Alicante, Spain

Sustainability, 2020, vol. 12, issue 11, 1-11

Abstract: The objective of this study was to analyze the motivational, behavioral, and cognitive effect of autonomy support in rescue and lifesaving classes within the framework of the self-determination theory. The sample consisted of 40 students aged from 19 to 26 years old (M = 20.83; TD = 1.86). Students were randomly divided into the intervention (n = 19) and control (n = 21) groups. The following were measured: the perception of the autonomy-supportive and controlling interpersonal styles, the social support for the basic psychological needs of the professor, the satisfaction of the basic psychological needs, and the aquatic competence in rescue and lifeguarding. After the application of the program, improvements were observed in the intervention group in the variables of perception of autonomy support, social support for autonomy, and competence; satisfaction of the basic psychological needs for autonomy and competence; and improvement of the cognitive and behavioral processes of aquatic competence in rescue and lifeguarding. The findings show the effectiveness of the interpersonal teaching style of the autonomy-support program by obtaining more positive results at the motivational, behavioral, and cognitive levels, as opposed to a controlling interpersonal style.

Keywords: self-determined motivation theory; basic psychological needs; decision-making; teacher; student (search for similar items in EconPapers)
JEL-codes: O13 Q Q0 Q2 Q3 Q5 Q56 (search for similar items in EconPapers)
Date: 2020
References: View complete reference list from CitEc
Citations:

Downloads: (external link)
https://www.mdpi.com/2071-1050/12/11/4364/pdf (application/pdf)
https://www.mdpi.com/2071-1050/12/11/4364/ (text/html)

Related works:
This item may be available elsewhere in EconPapers: Search for items with the same title.

Export reference: BibTeX RIS (EndNote, ProCite, RefMan) HTML/Text

Persistent link: https://EconPapers.repec.org/RePEc:gam:jsusta:v:12:y:2020:i:11:p:4364-:d:363216

Access Statistics for this article

Sustainability is currently edited by Ms. Alexandra Wu

More articles in Sustainability from MDPI
Bibliographic data for series maintained by MDPI Indexing Manager ().