Observing Physical Education Teachers’ Need-Supportive Interactions in Classroom Settings

Haerens, Leen; Aelterman, Nathalie; Van den Berghe, Lynn; De Meyer, Jotie; Soenens, Bart; Vansteenkiste, Maarten

doi:10.1123/jsep.35.1.3

Cited by 243Motivation and Self-Concept in SportsPhysical Education and PedagogyPhysical education and sports games research

Observing Physical Education Teachers’ Need-Supportive Interactions in Classroom Settings

Haerens, Leen, Aelterman, Nathalie, Van den Berghe, Lynn, De Meyer, Jotie, Soenens, Bart, Vansteenkiste, Maarten·2013·Journal of Sport and Exercise Psychology

DOI 10.1123/jsep.35.1.3

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Abstract

According to self-determination theory, teachers can motivate students by supporting their psychological needs for relatedness, competence, and autonomy. The present study complements extant research (most of which relied on self-report measures) by relying on observations of need-supportive teaching in the domain of physical education (PE), which allows for the identification of concrete, real-life examples of how teacher need support manifests in the classroom. Seventy-four different PE lessons were coded for 5-min intervals to assess the occurrence of 21 need-supportive teaching behaviors. Factor analyses provided evidence for four interpretable factors, namely, relatedness support, autonomy support, and two components of structure (structure before and during the activity). Reasonable evidence was obtained for convergence between observed and student perceived need support. Yet, the low interrater reliability for two of the four scales indicates that these scales need further improvement.

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Eight studies in the sample found teacher autonomy support and provision of structure negatively correlated.
“Mirroring sparse prior research, eight studies in our sample found teacher autonomy support and provision of structure negatively correlated (e.g., Archambault et al., 2020;Domen et al., 2020;Haerens et al., 2013;Hornstra et al., 2020Hornstra et al., , 2021)).”
From Blending Teacher Autonomy Support and Provision of Structure in the Classroom for Optimal Motivation: A Systematic Review and Meta-Analysis (2025) · cites this paper as Haerens et al., 2013
What a PE teacher says and does to support students' autonomy may not be identical to what science teachers do.
“Similarly, what a PE teacher says and does to support students' autonomy (Haerens et al. 2013) may not be identical to what science teachers do (Patall et al. 2018).”
From Basic psychological need theory: Advancements, critical themes, and future directions (2020) · cites this paper as Haerens et al. 2013

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Authors: Haerens, L., Aelterman, N., Van den Berghe, L., De Meyer, J., Soenens, B., & Vansteenkiste, M.
Affiliations: Ghent University (BE)
1Ghent University
ORCID: Haerens, Leen
Aelterman, Nathalie
Soenens, Bart
Vansteenkiste, Maarten
Venue: Journal of Sport and Exercise Psychology
Publisher: Human Kinetics
Published: 2013-02
Volume: 35
Issue: 1
Pages: 3-17
ISSN: 0895-2779 (ISSN-L)
1543-2904
DOI: 10.1123/jsep.35.1.3
OpenAlex: W2120053023
Cited by: 243
References: 65
Citations by year: 2026: 12 · 2025: 17 · 2024: 17 · 2023: 29 · 2022: 17 · 2021: 18 · 2020: 29 · 2019: 21 · 2018: 24 · 2017: 15 · 2016: 13 · 2015: 15 · 2014: 10 · 2013: 6
FWCI: 21.95
Type: journal article
Language: en
Open access: closed
Locations: Journal of Sport and Exercise Psychology (publishedVersion)
PubMed (publishedVersion)
Ghent University Academic Bibliography (Ghent University) (submittedVersion)
Topics: Social Sciences › Psychology › Social Psychology › Motivation and Self-Concept in Sports
Health Sciences › Health Professions › Physical Therapy, Sports Therapy and Rehabilitation › Physical Education and Pedagogy
Social Sciences › Psychology › Social Psychology › Physical education and sports games research
Keywords: need-supportive teaching, self-determination theory, physical education teachers, relatedness support, autonomy support, classroom observation, inter-rater reliability
MeSH terms: Adult, Child, Faculty, Female, Humans, Male, Motivation, Physical Education and Training, Students, Teaching, Personal Autonomy

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Observing Physical Education Teachers’ Need-Supportive Interactions in Classroom Settings

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