Effectiveness of a need supportive teaching training program on the developmental change process of graduate teaching assistants' created motivational climate |
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| Institution: | 1. Georgia Southern University, USA;2. Comprehensive Soldier and Family Fitness, USA;3. Université Grenoble Alpes, France;1. Department of Sport, Health, and Exercise Science, University of Hull, Hull, HU6 7RX, UK;2. School of Sport School of Sport, York St John University, Lord Mayor''s Walk, York, YO31 7EX, UK;3. Department of Psychology, Edge Hill University, Ormskirk, L39 4QP, UK;1. Faculty of Physical Education and Recreation, 3-100 University Hall, Van Vliet Complex, University of Alberta, Edmonton, Alberta T6G 2H9, Canada;2. School of Sport and Exercise Sciences, Swansea University Bay Campus, Fabian Way, Crymlyn Burrows, Swansea, Wales SA1 8EN, UK;3. Faculty of Nursing, Level 3, Edmonton Clinic Health Academy, 11405-87 Avenue, University of Alberta, Edmonton, Alberta T6G 1C9, Canada;1. Department of Health and Physical Education, The Education University of Hong Kong, Hong Kong, China;2. School of Public Health, The University of Hong Kong, Hong Kong, China;3. Te Oranga School of Human Development and Movement Studies, The University of Waikato, New Zealand;1. School of Sport & Exercise Sciences, University of Kent, Chatham Maritime, Kent ME4 4AG, United Kingdom;2. School of Psychology, University of Kent, Canterbury, Kent CT2 7NP, United Kingdom;1. Univ. Grenoble Alpes, SENS, F-38041 Grenoble, France;2. Faculty of Psychology and Educational Sciences, University of Geneva, Geneva, Switzerland;3. School of Psychology & Speech Pathology, Curtin University, GPO Box U1987, Perth, Western Australia, 6845, Australia;4. Division of Epidemiology, University Hospital of Geneva, Geneva, Switzerland |
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| Abstract: | ObjectivesThere is a common trend to train physical education teachers and coaches in need supportive teaching behaviors, however, little research has been done with graduate teaching assistants (GTAs) in college and university physical activity programs. The purpose of this study was to test the effects of a need supportive teaching training program on GTAs' ability to promote need support in college and university physical activity courses.DesignLongitudinal and correlational.MethodParticipants were twelve GTAs from a midsized southeastern university in the United States, trained to deliver instruction in a positive motivational climate via in-person meetings, self-study materials, and tri-weekly meetings with researchers.ResultsMulti-level modeling revealed that the learning environment created by the GTAs improved across the duration of the study, with most of the growth between baseline and the first four intervention data points. Partial correlations seemed to indicate that these changes were influential among students, as evidenced through measurement of perceived autonomy support and motivational regulations.ConclusionsResults revealed that the behavioral change process was carried out quickly (from the beginning of the training), suddenly (rather than gradually), and then leveled off until the end of the semester. These results provide some promise in being able to effectively train GTAs to be need supportive in a relatively short amount of time. |
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| Keywords: | Autonomy supportive Graduate teaching Pedagogy |
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