Document Type : Research Paper
Authors
1 Ph.D. candidate of Motor Behavior, Department of Motor Behavior, Faculty of Physical Education and Sport Science, Urmia University, Urmia, Iran
2 Professor of Motor Behavior, Department of Motor Behavior, Faculty of Physical Education and Sport Science, Urmia University, Urmia, Iran
3 Assistant Professor of Motor Behavior, Department of Motor Behavior, Faculty of Physical Education and Sport Science, University of Tabriz, Tabriz, Iran.
Abstract
The purpose of this study was to investigate the effect of need-supportive teaching style on students’ sport performance, and compared to usual teaching style. Two hundred and eight male and female students at the fifth and sixth grades (Mage =11/58) selected by available sampling method in badminton and volleyball and they were delivered need-supportive (experimental group 1) and usual (experimental group 2) teaching styles. In the experimental group 1, teachers taught motor skills according to either the constraints-led approach or need-supportive style. In the experimental group 2, teachers taught based on teachers’ usual teaching style. Motor skills were measured in pre-test and post-test stages based on previous research. Game performance was measured through the game-play performance index (GPAI) in the transfer test. The results showed that motor skills were promoted in either need-supportive or typical teaching styles in both sports. However, compared to the typical teaching style, only serve skill in volleyball was higher in the need-supportive teaching style. Overall, game-performance was higher in need-supportive teaching style. Findings supported either the study hypothesized and the self-determination theory preposition in the elementary physical education context. This study also shows that need-supportive teaching style is an appropriate approach in promoting game-play performance.
Keywords
Main Subjects
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