ArticleBehavioral sciences (Basel, Switzerland)2024
The Interplay of Structuring and Controlling Teaching Styles in Physical Education and Its Impact on Students' Motivation and Engagement.
Article in Behavioral sciences (Basel, Switzerland), 2024. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 6 papers.
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Who cites it
6 citing papers in PubMed.
- Linking students' perceptions of physical education teachers' (de)motivating styles to students' leisure time physical activity: the role of motivational processes.BMC public health · 2026Article
- The effect of perceived supportiveness of instruction on high school students' sport ethics orientation: the mediating role of sport learning motivation.Frontiers in psychology · 2026Article
- Longitudinal associations between structured teaching and attentional functioning in youth badminton: evidence from fixed effects quantile regression.Frontiers in psychology · 2026Article
- Foregrounding motivational climate in university physical education: a mixed-methods latent profile analysis with classroom prescriptions.Frontiers in sports and active living · 2026Article
- Physical Activity Influences Negative Emotion Among College Students in China: The Mediating and Moderating Role of Psychological Resilience.Healthcare (Basel, Switzerland) · 2025Article
- Research on the effect of professional competency of college physical education teachers on students' motivation for physical education learning.Frontiers in psychology · 2025Article
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Authors and funding
4 authors.
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Abstract
backgroundTeaching style has a significant influence on students' learning outcomes. This study focused on identifying teaching profiles in Physical Education characterized by high directiveness, using structure and control behaviors that impact students' outcomes, basic psychological needs (BPN), and engagement. It was based on the circumplex model and self-determination theory (SDT) and intended to explore how these styles affect students' motivation and engagement.
methodsA cluster-based methodological design was applied, evaluating teachers through self-reports. Adapted measures of structure and control were used to classify teachers into four distinct profiles within the educational context of Physical Education.
resultsThe study identified three teaching profiles: 'high structure-low control', 'high structure-high control', 'low structure-low control', and 'low structure-high control'. The 'high structure-low control' profile showed the best results in autonomous and controlled motivation, with greater behavioral engagement among students. In contrast, the 'high structure-high control' profile was associated with higher levels of demotivation.
conclusionsTeaching styles of structure and control can combine in various ways among Physical Education teachers, significantly influencing student motivation, satisfaction of basic psychological needs, and engagement. It is recommended that teachers adopt behaviors that support structure without becoming controlling to enhance student learning and participation in classes.
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