Introduction
Beliefs about motivational concepts play a key role in shaping the teaching strategies used by physical education (PE) teachers to foster pupils’ motivation. However, these beliefs do not always align with practices that are supported by scientific evidence to promote pupils’ engagement in PE. To address this issue, a 1-year training course grounded in the Self-Determination and Achievement Goal Theories, followed by two years of support, was offered to PE teachers in Quebec (Canada). The study aimed to (1) examine how PE teachers’ beliefs and intention to apply empowering motivational strategies evolved over the two years period, and (2) describe how they perceived the development of their competent action during this period.
Methods
An explanatory sequential mixed-method design was employed. Quantitative data were first collected at the beginning and end of each year. Overall, ten teachers who received the training and support (experimental group; EG) and five who did not, as a comparison group, completed online surveys assessing their beliefs about empowering motivational strategies and intention to use them. In addition, teachers in the EG took part in a focus group at the end of Year 1 and individual interviews at the end of Year 2 to deepen the understanding of teachers’ competent action with qualitative data.
Results
Quantitative results showed modest positive changes in intention to apply empowering motivational strategies among teachers in the EG. Qualitative findings revealed that support was necessary to deepen their understanding of the content learned during the training, and that such support enhanced their confidence. It also provided concrete tools for integrating motivational strategies into practice. However, some teachers still reported resistance to implementing some strategies due to contextual constraints. Furthermore, several teachers indicated that, to fully feel capable of applying the strategies learned, direct observations and feedback were necessary. Such support modalities were considered the most important for helping teachers gain a concrete understanding of their own strengths and limitations in implementing these strategies.
Discussion
These results suggest that teachers’ intention can change to some extent through training and support. When integrating quantitative and qualitative findings, it appears that for training and support to effectively influence beliefs, it must directly and explicitly target them by demonstrating how they can positively impact pupils’ engagement and motivation. At the same time, training and support should help teachers understand concretely how these strategies can be implemented within the constraints of their specific environment and organizational context, and in ways that align with their sense of preparedness and ability to apply them.