The DOI matches its Crossref record; 64 of the 65 references it cites were found in a registry or an index.
Observing Physical Education Teachers’ Need-Supportive Interactions in Classroom Settings
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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“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
In the citing paper
“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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Metadata
- Authors
- Haerens, L., Aelterman, N., Van den Berghe, L., De Meyer, J., Soenens, B., & Vansteenkiste, M.
- Affiliations
- Ghent University (BE)
- 1Ghent University
- 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
- 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
- Social Sciences › Education › Physical Education and Pedagogy
- Social Sciences › Education › 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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