ArticleBMC psychology2026
Technology-based sports training informed workshops and physical education teachers' job satisfaction, commitment, and self-determined motivation.
Article in BMC psychology, 2026. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Not yet cited in PubMed.
What it found
Each row is one number read from the abstract, on the scale the paper reported it, with its interval. Left of the dashed line favours the treatment, right favours the comparator. Under each row is the sentence it came from. New to these charts? A ten-minute tutorial.
The abstract states no effect estimate the extractor could read, or names no intervention and outcome on the map, so this paper lights no cell and moves no belief. It is still indexed, cited and linked below.
The trial behind it
Trials whose registry record cites this paper, or whose number appears in the abstract. A trial that started after this paper was published is citing it as background, not reporting it.
Neither the registry nor the abstract names a trial number. If this is a trial report, that itself is worth knowing.
Who cites it
0 citing papers in PubMed.
No citing paper in PubMed yet.
Corrections and comments
PubMed lists nothing against this paper. Absence here is not a guarantee, only a check that was made.
Authors and funding
3 authors.
Funding
No grant is acknowledged in the PubMed record.
Abstract
backgroundTechnology integration in education is widespread, but its impact on physical education (PE) teachers’ self-determined motivation, job satisfaction, and organizational commitment remains insufficiently understood, especially in short-term, practice-oriented professional development (PD) formats tailored to PE.
objectivesGrounded in Self-Determination Theory (SDT), this study examined whether a technology-enhanced, sports-training-informed PD workshop (delivered through structured, video-guided sessions) influences PE teachers’ job satisfaction, self-determined motivation, and organizational commitment. METHODOLOGY: Data were collected in 2014 using a quasi-experimental pretest–posttest control-group design. A total of 300 full-time physical education (PE) teachers from primary and secondary schools across multiple regions of China completed baseline questionnaires; following eligibility screening, 60 teachers (n = 30 intervention; n = 30 control) were selected for the intervention phase and completed pretest–posttest measures of job satisfaction, self-determined motivation, and organizational commitment.
resultsThe intervention group showed clear gains in self-determined motivation and job satisfaction relative to the control group. Changes in organizational commitment were mixed and did not exhibit the same strength or consistency as those of motivation and job satisfaction.
conclusionsTechnology-enhanced, sports training-informed PD may meaningfully strengthen PE teachers’ motivational functioning and work-related satisfaction, likely by supporting autonomy, competence, and relatedness. However, organizational commitment may require longer or more system-level interventions to be reliably shifted. Given the brief duration and reliance on self-report measures, claims about long-term impact should be treated with caution.
Indexed as
Identifiers
What OpenQuestion holds
Registered trials
Read under generation 80e0d062 · epoch 390. Bibliography from PubMed, PubMed Central and OpenAlex; grants from NIH RePORTER; trial links from ClinicalTrials.gov; estimates, votes and beliefs from the OpenQuestion graph.