We investigated the links between Physical Education (PE) teachers’ autonomy-supportive actions and students’ need satisfaction, need thwarting, and self-talk during the PE class utilising the framework of the Self-determination Notion and concentrating on the theory of Basic Psychological Needs.
Methodology: A multi-section questionnaire was completed by 544 Greek primary and secondary school students (aged 12 to 15 years) from nine elementary schools (n = 259) and eight senior schools (n = 285) in central Greece.
Results showed that positive self-talk was favourably correlated with positive self-talk and negatively connected with negative self-talk, whereas need thwarting was positively associated with negative self-talk and negatively associated with positive self-talk. Autonomy-supportive climate and competence need thwarting were found to be significant predictors (positive and negative, respectively) of students’ positive self-talk in regression studies. Furthermore, autonomy and relatedness need satisfaction were negative indicators of students’ negative self-talk, whereas competence and relatedness need thwarting were positive predictors. Overall, the findings imply that PE teachers can favourably influence students’ self-talk by creating a classroom climate that encourages students’ autonomy and contentment with their BPN while also preventing need thwarting.
Please see the link :- https://www.journaljesbs.com/index.php/JESBS/article/view/30276
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