Motivational Training Program for Pre-service Physical Education Teachers

Not Applicable

Recruiting

• Conditions: Teaching Styles; Motivation; Competence; Pre-service Teachers

• Registration Number: NCT06924554
• Lead Sponsor: Universidad de Zaragoza

Brief Summary

This study presents the protocol for a non-randomized controlled trial evaluating a motivational-based training program for pre-service Physical Education teachers. The experimental group will participate in a 14-hour training program based on Self-Determination Theory and the circumplex model. The program consists of theoretical and practical training to foster motivating teaching styles and minimize demotivating ones. The control group will follow the standard curriculum of the Master's in Physical Education Teacher Education program without exposure to the specific intervention.

Detailed Description

Physical Education Teacher Education is crucial, as it directly influences how pre-service Physical Education teachers will teach, motivate, and engage their future students. However, training programs that foster motivating teaching styles while minimizing demotivating ones remain scarce, particularly during initial teacher education. This study presents the protocol for a non-randomized controlled trial evaluating a motivational-based training program for pre-service Physical Education teachers, grounded in Self-Determination Theory and the circumplex model. The program, embedded in a Master's in Physical Education Teacher Education, consists of theoretical and practical training to foster motivating teaching styles and minimize demotivating ones. The study will involve at least 38 pre-service teachers, divided into an experimental group (n = 19) and a control group (n = 19). The experimental group will participate in a 14-hour training program combining theoretical and practical components. The control group will follow the standard Physical Education Teacher Education curriculum. A quasi-experimental pre-post design with a mixed-methods approach will be used. Quantitative assessments will measure changes in perceived competence, motivation for teaching, and (de)motivating teaching styles, while qualitative focus groups will provide in-depth insights into participants' experiences and program applicability. To ensure objectivity, independent researchers will conduct assessments, and external experts will moderate the focus groups. Findings will contribute empirical evidence on the effectiveness of Self-Determination Theory-based interventions in initial teacher education, informing curriculum development and supporting the advancement of evidence-based pedagogical training in Physical Education.

Study Timeline

• Study First Submitted: 2025-03-21
• Status Verified: 2025-04
• Study First Submitted QC: 2025-04-04
• Last Update Submitted: 2025-04-04
• Study First Posted: 2025-04-11
• Last Update Posted: 2025-04-11
• Study Start: 2025-09
• Primary Completion: 2026-06
• Study Completion: 2026-09

Recruitment & Eligibility

• Status: RECRUITING
• Sex: All
• Target Recruitment: 38

Inclusion Criteria

• Enrollment in the Master's in Physical Education Teacher Education at the University of Zaragoza.
• 100% attendance in training sessions (experimental group).
• Completion of questionnaires at three time points (pre-test, intermediate, and post-test).
• Participation in the final focus group discussion.

Exclusion Criteria

• Failure to complete required assessments.
• Lack of attendance in mandatory sessions.

Study & Design

• Study Type: INTERVENTIONAL
• Study Design: PARALLEL

Primary Outcome Measures

Name	Time	Method
(De)motivating teaching styles	At baseline (Week 0), 4 weeks after baseline, and 8 months after baseline.	Changes in (de)motivating teaching styles (Measured using SIS-PE)
Teaching competence	At baseline (Week 0), 4 weeks after baseline, and 8 months after baseline.	Changes in perceived teaching competence (Measured using BPNSFS).
Motivation to teach	At baseline (Week 0), 4 weeks after baseline, and 8 months after baseline.	Changes in motivation to teach (Measured using EME-ES).

Secondary Outcome Measures

Name	Time	Method
Quality of the training program	4 weeks after baseline, and 8 months after baseline.	Perceived quality of the training program (Program evaluation questionnaire and final focus group).
Applicability of the training program	4 weeks after baseline, and 8 months after baseline.	Perceived applicability of the training program (Program evaluation questionnaire and final focus group).
Strengths and weaknesses of the training program	8 months after baseline.	Qualitative insights on the impact of the training (Final focus group discussion)

Trial Locations

Locations (1)

Facultad de Ciencias Humanas y de la Educación; 🇪🇸 Huesca, Aragón, Spain