A need-supportive teaching approach among students with intellectual disability in physical education |
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| Institution: | 1. Department of Motor Behavior, Faculty of Sport Science and Physical Education, University of Tabriz, Tabriz, Iran;2. Department of Motor Behavior, Faculty of Sport Science and Physical Education, Urmia University, Urmia, Iran;1. Department of Psychology, Rowan University, USA;2. Department of Family Medicine, Rowan School of Osteopathic Medicine, USA;3. Department of Kinesiology, University of North Carolina-Greensboro, USA;1. Univeristy of South Florida, Tampa, Florida, USA;2. University of Alabama, Tuscaloosa, Alabama, USA;1. Department of Sport and Health Sciences, Technical University of Munich, Germany;2. School of Human Movement and Nutrition Sciences, University of Queensland, Australia;1. School of Exercise & Nutrition Sciences, Queensland University of Technology, Brisbane, Australia;2. Department of Human Movement Sciences, Vrije Universiteit Amsterdam, Amsterdam, the Netherlands;1. Department of Applied Physiology and Kinesiology, College of Health and Human Performance, University of Florida, 1864 Stadium Rd, P.O. Box 118205, Gainesville, FL, 32611, USA;2. Department of Speech, Language, and Hearing Sciences, College of Public Health and Health Professions, University of Florida, 1225 Center Dr, Gainesville, FL, 32611, USA;1. Faculty of Kinesiology, Sport, and Recreation, University of Alberta, 8831-116 Street, Edmonton, Alberta, T6G 2H9, Canada;2. Pavillon J.-Raymond Frenette, Centre de formation médicale du Nouveau-Brunswick, Université de Sherbrooke, Moncton, New Brunswick, E1A 3E9, Canada;3. Centre de recherche du centre hospitalier de l’Université de Montréal, Tour Saint-Antoine 850, rue Saint-Denis, Montréal, Québec, H2X 0A9, Canada;4. School of Human Kinetics, Faculty of Health Sciences, University of Ottawa, 125 University (MNT 339), Ottawa, Ontario, K1N 6N5, Canada |
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| Abstract: | ObjectivesThe present study tested a need-supportive teaching approach to enhance the experience of need satisfaction, autonomous motivation, and well-being, and to decrease need frustration, controlled motivation, amotivation, and ill-being among students with intellectual disability in physical education activities. We further tested the effects of experimental condition in predicting students’ need satisfaction and need frustration, motivational regulations, and well-being and ill-being over the semester.DesignExperimental study.MethodsNinety eight students with mild and borderline intellectual disabilities (Mage = 16.53, SD = 3.22; female = 63.3%) attended in this experimental semester-long study. Teachers (N = 6) of students randomly assigned into either an experimental (need-supportive teaching style) or a control (usual teaching style) condition. Students filled out the targeted questionnaires at the beginning (T1), middle (T2), and the end of the semester (T3).FindingsThe results showed that students of the teachers in the experimental condition reported higher need satisfaction and positive affect, and lesser need frustration, amotivation, and negative affect than students of the teachers in the control condition. The results also showed that experimental condition predicted positively T3 need satisfaction, whereas and negatively predicted T3 need frustration, amotivation, and negative affect.ConclusionFindings highlight the importance of teachers’ need-supportive teaching behaviors to enhance positive outcomes, and decreasing their negative outcomes in students with intellectual disabilities in PE. |
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| Keywords: | Self-determination theory Basic psychological needs Motivation Affects Intellectual disability |
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