Motivational Training Program for Pre-service Physical Education Teachers

Overview

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.

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.