Teaching ProgramNCT06479369
A Motivational Training Program for Secondary Physical Education Teachers
A study testing Teaching training program in people with Teaching Program, run by Universidad de Zaragoza at 1 site in Spain.
Trial summary
Introduction: In most Self-Determination Theory (SDT) research, improving (de)motivating teaching styles enables numerous benefits for students and teachers, although there is less evidence on the latter. Read more about this study
- Who is it for?
- Any age
- Conditions the study is for
- Teaching Program
- What is being tested?
- Teaching training program
- Type of treatment
- Lifestyle or therapy programme
- Could I receive a placebo?
- No, everyone receives an active treatment
- How many people
- 900 participants
- Where
- 1 siteSpain
- Study dates
- 1 Sep 2023to 1 Jul 2024
- Phase
- Interventional
- Are there results?
- None posted in the registry
Key requirements
Who can take part, as listed by the sponsor. Only the study team can confirm whether you are eligible, so take this list to your doctor.
- Ages Any age
- All sexes
- No healthy volunteers
- Child, Adult, Older adult
Who may be able to join
- Being an in-service PE secondary school teacher for the entire academic year
- Attending 100% of the training program sessions
- Fill in a short questionnaire at the end of each session of the training program, as well as fulfilling questionnaires of the study variables three times
- Allowing the recording of two PE lessons
- Participating in two focus groups, one at the end of the training program and one at the end of the study
- Not participating in other training sessions related to PE instruction during the program.
Show all 10Show fewer
- Moreover, the inclusion criteria for students will be:
- Authorization from parents or legal guardians
- Completion of questionnaires of the study variables three times
- Regular participation in PE lessons.
Who cannot join
- 1) Not meeting the inclusion criteria
Trial locations and contacts
1 site in 1 country.
About this study
Official title: A Motivational Training Program for Secondary Physical Education Teachers Based on the Circumplex Model: A Study Protocol of a Randomized Controlled Trial
Introduction: In most Self-Determination Theory (SDT) research, improving (de)motivating teaching styles enables numerous benefits for students and teachers, although there is less evidence on the latter. Although the recent circumplex model provides a fine-grained picture of the different (de)motivating teaching styles (i.e., autonomy support, structure, control, and chaos) that physical education (PE) teachers can use in their lessons, no previous motivational training programs have been based on this model. Moreover, all SDT-training programs have been implemented through different group sessions, but individual sessions have not also been delivered.
Objective: This study outlines the protocol of a motivational training program, derived from the circumplex model, designed to enhance (de)motivating teaching styles among PE teachers. Consequently, this program seeks to improve motivational variables and influence (mal)adaptive outcomes in both teachers and students.
Read more
Design: A randomized controlled trial design with a mixed-method approach. Participants: At least 16 secondary PE teachers will be assigned to either an experimental group or a control group, together with part of their students.
Intervention: The training program comprises four face-to-face group sessions and two follow-up sessions (one individual and one group sessions). PE teachers will learn how to support autonomy and provide structure, as well as to be less controlling and chaotic towards students. Over a period of approximately five months, teachers will implement these motivational strategies during their PE classes.
Outcome measures: Different (de)motivating teaching styles, motivational variables, and (mal)adaptive outcomes will be assessed in both PE teachers and their students at three distinct points: before the training program (T1), during the intervention (T2) and at the end of the intervention (T3). Additionally, two discussion groups involving all experimental PE teachers will be held (one following the training program and another at the end of the intervention).
Conclusion: The results from this study could be useful for developing motivational training programs for in-service PE teachers.
Read the detailed description
Physical Education (PE) teachers hold a pivotal role in guiding students through their learning process. Drawing on Self-Determination Theory (SDT), teachers' (de)motivating style, referred to as "the interpersonal sentiment and behaviour that teachers rely on during instruction to motivate students to engage in and benefit from learning activities", is a crucial element in the teaching process. Recent research suggests that PE teachers employ a diverse array of teaching behaviours in their educational practice. Autonomy, competence, and relatedness-supportive teaching behaviours (i.e., need-supportive teaching behaviours) have been positively related to students' autonomous motivation and adaptive outcomes in PE, while the opposite is true for autonomy, competence, and relatedness-thwarting behaviours (i.e. need-thwarting behaviours). Consequently, continuous development teaching (CDT) programs, based on SDT, has increased in the last years. These SDT-training programs, mainly focused on autonomy-supportive strategies, revealed positive effects on students' perceptions of (de)motivating teaching behaviours and motivational outcomes. Over the past decade, SDT-training programs have also demonstrated positive effects on teachers' self-perceptions of certain antecedents, support for autonomy and structure, and various motivational and (mal)adaptive outcomes [6]. However, additional research is required, as most studies have not focused on reducing need-thwarting behaviours.
Recently, grounded in SDT, the circumplex model offers a detailed view of the different (de)motivating teaching styles (i.e., autonomy support, structure, control, and chaos) that teachers can adopt in their classes. This circumplex model delineates eight teaching approaches across these four teaching styles. To develop the most effective interventions, it is crucial for researchers to understand the effectiveness of motivational training programs, not only in terms of the four (de)motivating teaching styles but also across the eight specific teaching approaches. Yet, no existing motivational training programs have incorporated this new circumplex approach. This mixed-method study sets out to expand existing knowledge by describing a protocol for a motivational training program based on the circumplex model, aimed at enhancing (de)motivating teaching styles, as well as (mal)adaptive outcomes among PE teachers and their students.
- Conditions
- Teaching Program
- Being tested
- Teaching training program
- Keywords
- circumplex approach, teaching styles, self-determination theory, psychological needs.
What participants receive
What participants receive. In a randomised study each person is assigned to one group by chance.
Teaching training programBehavioural
The investigators will try to carry out a training based on motivational strategies for physical education teachers of the experimental group, with the aim of improving their motivational teaching style during physical education classes, and finally, to obtain benefits in their students, such as a greater adherence to physical activity.
| Study group | Role | What they receive |
|---|---|---|
| Physical Education Teachers (intervention) | Experimental | PE teachers who will receive the training. Receives: Behavioral: Teaching training program |
| Physical Education Teachers (non-intervention) | No intervention | PE teachers who will not receive the training. |
| Students (intervention) | Experimental | Students of those teachers who will received the training Receives: Behavioral: Teaching training program |
| Students (non-intervention) | No intervention | Students of those teachers who will not received the training |
What is being measured
The primary outcome is the main question the study is designed to answer.
Quantitative measures: (De)motivating teaching styles and approaches towards students
To assess self-reported (de)motivating teaching styles toward students, the Spanish version of the SIS in Physical Education (SIS-PE) will be used. The SIS-PE comprises 12 typical teaching situations consisting of four items each (i.e., 48 items). It should be noted that, as teachers' perceptions of their (de)motivating teaching styles could be different according to the classroom group, teachers will have to answer the questionnaire taking into account the groups of students selected for the study. Teachers' responses will be assessed using a 7-point Likert scale ranging from 1 (Does not describe me at all) to 7 (Describes me perfectly).
Measured: Six months
Quantitative measures (2): Autonomy and competence satisfaction and frustration at work
To assess PE teachers' perceptions of autonomy and competence satisfaction and frustration at work, the Spanish version of the Basic Psychological Needs at Work Scale for in-service teachers will be used. Teachers' responses will be assessed using a 5-point Likert scale ranging from 1 (strongly disagree) to 5 (strongly agree).
Measured: Six months
Quantitative measures (3): Job satisfaction at work.
Teachers' perceptions of job satisfaction at work will be assessed using a Spanish translation of the Teacher Job Satisfaction Scale (TJSS). This four-item scale includes a single factor (e.g. "I enjoy working as a teacher"). Teachers' responses will be registered on a 6-point Likert scale from 1 (strongly disagree) to 6 (strongly agree).
Measured: Six months
Quantitative measures (4): Emotional exhaustion
Teachers' emotional exhaustion will be assessed using the Spanish version of the Maslach Burnout Inventory-General Survey. In line with other studies on PE teachers, only the five items assessing the exhaustion factor will be used in the present study (e.g., "I feel burned out from my work"). Teachers' responses will be reported on a 7-point Likert scale from 0 (never) to 6 (every day).
Measured: Six months
Quantitative measures (4): (De)motivating teaching styles and approaches.
To assess students' perceptions of (de)motivating teaching approaches of their PE teachers, the Spanish version of students of the Situations-in-School Questionnaire in Physical Education (SIS-PE) will be used. The only change in the instrument compared to the teachers' instrument is the structure of the sentences, as they are written from the students' perspective (e.g., "Your teacher invites you to suggest a set of norms or rules").
Measured: Six months
Quantitative measures (4): Autonomy and competence satisfaction and frustration in PE
To assess students' perceptions of autonomy and competence satisfaction in PE, the Spanish version of the Basic Psychological Need Satisfaction and Frustration Scale will be used. Items will be assessed using a 5-point Likert scale ranging from 1 (strongly disagree) to 5 (strongly agree).
Measured: Six months
Quantitative measures (5): PE experiences
In line with previous research, students' perceived experiences in PE classes will be assessed using the question: "What are your experiences in PE lessons like?" The response possibilities were: (1) very bad, (2) bad, (3) neutral, (4) good, and (5) very good.
Measured: Six months
Quantitative measures (6): Perceived learning in PE.
In line with previous research, students' perceptions of learning in PE will be assessed using the question: "How much do you learn in PE?" The response possibilities will be on a scale from 1 (nothing) to 5 (a lot).
Measured: Six months
Secondary outcomes (1)
Observational measure of the (De)motivating teaching styles in real context.
Before the study, two raters with expertise in PE teaching instruction and the circumplex model will be trained in how to code (de)motivating teaching styles and approaches during PE using a Spanish translation of the SIS-PE-Coder, a new observation instrument that showed good reliability and internal validity. Following procedure, two randomly selected five-minute videos will be coded, trying to represent the beginning, middle or end of the lesson during six meetings. Before the final meeting, each expert independently will code an entire lesson. Interobserver reliability was determined through Cohen's Kappa, using the following formula: agreements / (agreements + disagreements) × 100.
Measured: Three months
Timeline
From the start of the study to its completion; the mark is today. Estimated dates are the sponsor’s plan.
- First posted28 Jun 2024
- Study start1 Sep 2023
- Primary completion20 Feb 2024
- Study completion1 Jul 2024 (estimated)
Resources
- Official record on ClinicalTrials.govThe registry entry this page is built from, with its full change history.
- Other trials for Teaching ProgramStudies of the same condition, open and under way.
- What the trial phases meanHow a treatment moves from first tests in people to approval.
More details
For doctors and researchers: how the study is designed, who runs it, and its registry IDs.
Study design
- Study type
- Interventional
- Phase
- Phase N/A
- Primary purpose
- Other
- Allocation
- Randomised
- Intervention model
- Parallel groups
- Model description
- The motivational process of teachers influences the way they teach PE lessons, which in turn will influence the motivational process of students.
- Masking
- None (open label)
- Enrolment
- 900 participants (estimated)
Sponsor and investigators
- Lead sponsor
- Universidad de Zaragoza
- Sponsor type
- University, hospital or other
- Collaborators
- University of Extremadura
- Responsible party
- Principal investigator, Javier García Cazorla, Universidad de Zaragoza
- Investigators
- Javier G García Cazorla, Phd Student, Principal investigator, Universidad de Zaragoza
IDs, dates and publications
- ClinicalTrials.gov ID
- NCT06479369
- Sponsor's protocol ID
- PID2021-127897NA-I00
- Status last verified
- Jun 2024
- First submitted
- 1 Jun 2024
- Last updated
- 28 Jun 2024
- Results posted
- No
- Data monitoring committee
- Yes
- FDA-regulated drug
- No
- FDA-regulated device
- No
- Individual data sharing
- No
Study at a glance
From the registry record, last updated by the sponsor on 28 Jun 2024. Recruitment status is as the sponsor reported it: confirm with the study team.
- Official title
- A Motivational Training Program for Secondary Physical Education Teachers Based on the Circumplex Model: A Study Protocol of a Randomized Controlled Trial
- ClinicalTrials.gov ID
- NCT06479369
- Acronym / sponsor ID
- PID2021-127897NA-I00
- Conditions
- Teaching Program
- Keywords
- circumplex approach, teaching styles, self-determination theory, psychological needs.
- Study type
- Interventional
- Recruitment status
- Unknown status
- Enrolment
- 900 participants (estimated)
- Lead sponsor
- Universidad de ZaragozaUniversity, hospital or other
- Collaborators
- University of Extremadura
- Study start
- 1 Sep 2023 (actual)
- Primary completion
- 20 Feb 2024 (actual)
- Study completion
- 1 Jul 2024 (estimated)
- First posted
- 28 Jun 2024 (actual)
- Results
- Not posted in the source record
Clinical summary
The research question as the sponsor registered it. This describes what the study plans to test, not what it found.
Introduction: In most Self-Determination Theory (SDT) research, improving (de)motivating teaching styles enables numerous benefits for students and teachers, although there is less evidence on the latter. Although the recent circumplex model provides a fine-grained picture of the different (de)motivating teaching styles (i.e., autonomy support, structure, control, and chaos) that physical education (PE) teachers can use in their lessons, no previous motivational training programs have been based on this model. Moreover, all SDT-training programs have been implemented through different group sessions, but individual sessions have not also been delivered.
Objective: This study outlines the protocol of a motivational training program, derived from the circumplex model, designed to enhance (de)motivating teaching styles among PE teachers. Consequently, this program seeks to improve motivational variables and influence (mal)adaptive outcomes in both teachers and students.
Design: A randomized controlled trial design with a mixed-method approach. Participants: At least 16 secondary PE teachers will be assigned to either an experimental group or a control group, together with part of their students.
Intervention: The training program comprises four face-to-face group sessions and two follow-up sessions (one individual and one group sessions). PE teachers will learn how to support autonomy and provide structure, as well as to be less controlling and chaotic towards students. Over a period of approximately five months, teachers will implement these motivational strategies during their PE classes.
Outcome measures: Different (de)motivating teaching styles, motivational variables, and (mal)adaptive outcomes will be assessed in both PE teachers and their students at three distinct points: before the training program (T1), during the intervention (T2) and at the end of the intervention (T3). Additionally, two discussion groups involving all experimental PE teachers will be held (one following the training program and another at the end of the intervention).
Conclusion: The results from this study could be useful for developing motivational training programs for in-service PE teachers.
Detailed description
Physical Education (PE) teachers hold a pivotal role in guiding students through their learning process. Drawing on Self-Determination Theory (SDT), teachers' (de)motivating style, referred to as "the interpersonal sentiment and behaviour that teachers rely on during instruction to motivate students to engage in and benefit from learning activities", is a crucial element in the teaching process. Recent research suggests that PE teachers employ a diverse array of teaching behaviours in their educational practice. Autonomy, competence, and relatedness-supportive teaching behaviours (i.e., need-supportive teaching behaviours) have been positively related to students' autonomous motivation and adaptive outcomes in PE, while the opposite is true for autonomy, competence, and relatedness-thwarting behaviours (i.e. need-thwarting behaviours). Consequently, continuous development teaching (CDT) programs, based on SDT, has increased in the last years. These SDT-training programs, mainly focused on autonomy-supportive strategies, revealed positive effects on students' perceptions of (de)motivating teaching behaviours and motivational outcomes. Over the past decade, SDT-training programs have also demonstrated positive effects on teachers' self-perceptions of certain antecedents, support for autonomy and structure, and various motivational and (mal)adaptive outcomes [6]. However, additional research is required, as most studies have not focused on reducing need-thwarting behaviours.
Recently, grounded in SDT, the circumplex model offers a detailed view of the different (de)motivating teaching styles (i.e., autonomy support, structure, control, and chaos) that teachers can adopt in their classes. This circumplex model delineates eight teaching approaches across these four teaching styles. To develop the most effective interventions, it is crucial for researchers to understand the effectiveness of motivational training programs, not only in terms of the four (de)motivating teaching styles but also across the eight specific teaching approaches. Yet, no existing motivational training programs have incorporated this new circumplex approach. This mixed-method study sets out to expand existing knowledge by describing a protocol for a motivational training program based on the circumplex model, aimed at enhancing (de)motivating teaching styles, as well as (mal)adaptive outcomes among PE teachers and their students.
Study design
- Primary purpose
- Other
- Allocation
- Randomised
- Intervention model
- Parallel groups
- Masking
- None (open label)
- Number of arms
- 4
- Model description
- The motivational process of teachers influences the way they teach PE lessons, which in turn will influence the motivational process of students.
| Arm | Type | Receives |
|---|---|---|
| Physical Education Teachers (intervention) | Experimental | Behavioral: Teaching training programPE teachers who will receive the training. |
| Physical Education Teachers (non-intervention) | No intervention | –PE teachers who will not receive the training. |
| Students (intervention) | Experimental | Behavioral: Teaching training programStudents of those teachers who will received the training |
| Students (non-intervention) | No intervention | –Students of those teachers who will not received the training |
Who may qualify
- Sex
- All
- Healthy volunteers
- Not accepted
- Age groups
- Child, Adult, Older adult
Key inclusion criteria (10 listed)
- Being an in-service PE secondary school teacher for the entire academic year
- Attending 100% of the training program sessions
- Fill in a short questionnaire at the end of each session of the training program, as well as fulfilling questionnaires of the study variables three times
- Allowing the recording of two PE lessons
- Participating in two focus groups, one at the end of the training program and one at the end of the study
Key exclusion criteria (1 listed)
- 1) Not meeting the inclusion criteria
Eligibility is decided by the study team after screening; this overview does not establish that a patient qualifies. Full inclusion and exclusion criteria.
Interventions
| Intervention | Type | Arms |
|---|---|---|
| Teaching training programThe investigators will try to carry out a training based on motivational strategies for physical education teachers of the experimental group, with the aim of improving their motivational teaching style during physical education classes, and finally, to obtain benefits in their students, such as a greater adherence to physical activity. | Behavioural | Physical Education Teachers (intervention), Students (intervention) |
Primary outcome
Quantitative measures: (De)motivating teaching styles and approaches towards students
Time frame: Six months
To assess self-reported (de)motivating teaching styles toward students, the Spanish version of the SIS in Physical Education (SIS-PE) will be used. The SIS-PE comprises 12 typical teaching situations consisting of four items each (i.e., 48 items). It should be noted that, as teachers' perceptions of their (de)motivating teaching styles could be different according to the classroom group, teachers will have to answer the questionnaire taking into account the groups of students selected for the study. Teachers' responses will be assessed using a 7-point Likert scale ranging from 1 (Does not describe me at all) to 7 (Describes me perfectly).
Quantitative measures (2): Autonomy and competence satisfaction and frustration at work
Time frame: Six months
To assess PE teachers' perceptions of autonomy and competence satisfaction and frustration at work, the Spanish version of the Basic Psychological Needs at Work Scale for in-service teachers will be used. Teachers' responses will be assessed using a 5-point Likert scale ranging from 1 (strongly disagree) to 5 (strongly agree).
Quantitative measures (3): Job satisfaction at work.
Time frame: Six months
Teachers' perceptions of job satisfaction at work will be assessed using a Spanish translation of the Teacher Job Satisfaction Scale (TJSS). This four-item scale includes a single factor (e.g. "I enjoy working as a teacher"). Teachers' responses will be registered on a 6-point Likert scale from 1 (strongly disagree) to 6 (strongly agree).
Quantitative measures (4): Emotional exhaustion
Time frame: Six months
Teachers' emotional exhaustion will be assessed using the Spanish version of the Maslach Burnout Inventory-General Survey. In line with other studies on PE teachers, only the five items assessing the exhaustion factor will be used in the present study (e.g., "I feel burned out from my work"). Teachers' responses will be reported on a 7-point Likert scale from 0 (never) to 6 (every day).
Quantitative measures (4): (De)motivating teaching styles and approaches.
Time frame: Six months
To assess students' perceptions of (de)motivating teaching approaches of their PE teachers, the Spanish version of students of the Situations-in-School Questionnaire in Physical Education (SIS-PE) will be used. The only change in the instrument compared to the teachers' instrument is the structure of the sentences, as they are written from the students' perspective (e.g., "Your teacher invites you to suggest a set of norms or rules").
Quantitative measures (4): Autonomy and competence satisfaction and frustration in PE
Time frame: Six months
To assess students' perceptions of autonomy and competence satisfaction in PE, the Spanish version of the Basic Psychological Need Satisfaction and Frustration Scale will be used. Items will be assessed using a 5-point Likert scale ranging from 1 (strongly disagree) to 5 (strongly agree).
Quantitative measures (5): PE experiences
Time frame: Six months
In line with previous research, students' perceived experiences in PE classes will be assessed using the question: "What are your experiences in PE lessons like?" The response possibilities were: (1) very bad, (2) bad, (3) neutral, (4) good, and (5) very good.
Quantitative measures (6): Perceived learning in PE.
Time frame: Six months
In line with previous research, students' perceptions of learning in PE will be assessed using the question: "How much do you learn in PE?" The response possibilities will be on a scale from 1 (nothing) to 5 (a lot).
1 secondary outcome
Observational measure of the (De)motivating teaching styles in real context.
Time frame: Three months
Results and safety
Results are not available in the source record.
Research links
- Official record on ClinicalTrials.govLast updated by the sponsor 28 Jun 2024.
- Individual participant dataSharing planned: No
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Referral and contact
AzTrials does not enrol participants or take referrals. Contact the study team or a site listed below; they decide who can take part. This study is not recruiting at the moment.
Javier G García Cazorla, Phd Student principal investigator
Universidad de Zaragoza
1 site in 1 country: see every site and its status.
Questions about this trial
What is this clinical trial studying?
A study testing Teaching training program in people with Teaching Program, run by Universidad de Zaragoza at 1 site in Spain.
The full registered description is in the About this study section and the official record.
Who may be eligible to take part?
The sponsor lists 10 inclusion and 1 exclusion criteria. Eligibility is decided by the study team after screening, so read the full criteria and contact a listed site.
Is this clinical trial currently recruiting?
The record says: status not confirmed, as of the sponsor's last update on 28 Jun 2024. Status can change between updates, so confirm with the study contact before making plans.
Where is the study taking place?
The record lists 1 site in Spain. Whether a site is taking part right now should be confirmed with that site. See every site.
What are the possible benefits and risks?
They depend on the study and the treatment, and no study can promise a benefit. The study team explains the known risks during informed consent, before anyone joins; the record itself does not list them.
Are results available for this study?
Results are not available in the source record.
How can a doctor refer a patient or contact the research team?
The record lists no contact. The official record names the sponsor, who can be asked directly. AzTrials does not enrol participants or take referrals.
What does the primary outcome measure?
Quantitative measures: (De)motivating teaching styles and approaches towards students (time frame: Six months). The study lists 8 primary outcomes in all. It is what the study was designed to measure, not a finding.
Where can I read the original study information?
Does a listing mean the treatment is approved or proven to work?
No. A listing means the study is registered. It does not show that the treatment is safe, works, or is approved by a regulator.
How often is this information updated?
AzTrials copies changed records from ClinicalTrials.gov every night and reloads the whole registry every week. The sponsor last updated this record on 28 Jun 2024; AzTrials last refreshed its copy on 6 Nov 2026.