Previous Self-Determination Theory (SDT) research has highlighted the impact of physical education (PE) teachers’ (de)motivating styles on students’ motivation, in-class moderate-to-vigorous physical activity (MVPA), and sedentary behaviour. However, most studies relied on questionnaires to assess PE teachers’ (de)motivating styles, and the few that used observations focused primarily on one specific (de)motivating style in relation to motivational outcomes, overlooking behavioural outcomes. This study advances SDT-based research by examining associations between PE teachers’ observed (de)motivating styles (i.e. four styles, eight approaches, and 43 behaviours), students’ motivation (i.e. intrinsic motivation, identified regulation, introjected regulation, external regulation, and amotivation), and students’ device-based in-class MVPA and sedentary behaviour. A total of 79 secondary school PE teachers and 885 students participated. One PE lesson per teacher was recorded and (de)motivating styles were rated using the Situation-in-School Physical Education-Coder (SIS-PE-Coder). Students completed an online questionnaire to assess their motivation and wore Actigraph accelerometers to measure in-class MVPA and sedentary behaviour. Linear mixed-effects models, controlling for the lesson topic, and students’ sex and age, revealed that PE teachers’ observed attuning approach related positively and demanding and abandoning approaches related negatively to students’ intrinsic motivation. The demanding approach also related positively to students’ introjected regulation. Notably, the demanding approach showed a dual pathway, negatively relating to intrinsic motivation but positively relating to in-class MVPA. In turn, intrinsic motivation was positively related to in-class MVPA. By relying on observations, the findings suggest that PE teachers can optimize student motivation by being more attuning and less demanding and abandoning.

中文翻译：

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在体育课期间，观察到的（去）激励的教学与学生的积极性和基于设备的体育活动有何关联？


以前的自我决定理论 （SDT） 研究强调了体育 （PE） 教师的（去）激励风格对学生动机、课堂中度到剧烈体育活动 （MVPA） 和久坐行为的影响。然而，大多数研究依靠问卷来评估体育教师的（去）激励风格，而少数使用观察的研究主要集中在与激励结果相关的一种特定（去）激励风格上，而忽略了行为结果。本研究通过检查体育教师观察到的（去）激励风格（即四种风格、八种方法和 43 种行为）、学生的动机（即内在动机、确定的调节、内省调节、外部调节和无动机）与学生基于设备的课堂 MVPA 和久坐行为之间的关联，推进了基于 SDT 的研究。共有 79 名中学体育教师和 885 名学生参加。每位教师录制了一节体育课，并使用 Situation-in-School Physical Education-Coder （SIS-PE-Coder） 对（去）激励风格进行了评分。学生们完成了一份在线问卷以评估他们的动机，并佩戴 Actigraph 加速度计来测量课堂上的 MVPA 和久坐行为。控制课程主题以及学生性别和年龄的线性混合效应模型显示，体育教师观察到的调和方法与学生的内在动机呈正相关，而要求和放弃方法呈负相关。这种苛刻的方法也与学生的内向规定呈正相关。值得注意的是，要求的方法显示出双重途径，与内在动机呈负相关，但与课堂内 MVPA 呈正相关。反过来，内在动机与课堂内 MVPA 呈正相关。 通过依靠观察，研究结果表明，体育教师可以通过提高调和能力、减少要求和放弃来优化学生的积极性。