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            <title xml:lang="en">Physical Education Teachers’ Role to Motivate Students and Promote Physical Activity: An Introduction to Teaching Behaviours</title>
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            <idno type="halRefHtml">Luis García-González; Katrien De Cocker; David González-Cutre. &lt;i&gt;Motivation in Physical Education&lt;/i&gt;, Springer Nature Switzerland, pp.75-92, 2025, &lt;a target="_blank" href="https://dx.doi.org/10.1007/978-3-031-86908-2_4"&gt;&amp;#x27E8;10.1007/978-3-031-86908-2_4&amp;#x27E9;&lt;/a&gt;</idno>
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                <title xml:lang="en">Physical Education Teachers’ Role to Motivate Students and Promote Physical Activity: An Introduction to Teaching Behaviours</title>
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                <title level="m">Motivation in Physical Education</title>
                <editor>Luis García-González</editor>
                <editor>Katrien De Cocker</editor>
                <editor>David González-Cutre</editor>
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                <term xml:lang="en">Circumplex model</term>
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              <p>Self-determination theory (SDT) suggests that physical education (PE) teachers play a significant role in supporting or thwarting students’ basic psychological needs. According to SDT, students’ need satisfaction or frustration directly influences the quality of students’ motivation towards PE, which is hypothesized to consequently promote physical activity during and outside PE. In this chapter, motivating (i.e. autonomy-support, structure, and relatedness-support) and demotivating (i.e. control, chaos, relatedness-thwarting) teaching practices are shortly described, followed by a brief overview of empirical research on how these teaching behaviours are associated with student outcomes. Next, a more integrative and fine-grained perspective of teachers’ autonomy-supportive, structuring, controlling, and chaotic teaching behaviours, based on the Situation-in-School PE questionnaire, is described. This circumplex model presents teachers’ motivating and demotivating styles in a circular structure, along the level of teacher need-support and directiveness, resulting in four overarching styles and eight subareas. Furthermore, research examining the relationships between these circumplex styles and subareas and students’ motivational outcomes is presented. Finally, suggestions for future research and practical implications are given. This chapter is particularly useful for teachers and teacher educators who aim to identify strengths and opportunities to (further) improve teaching behaviours that enhance student motivation in the PE context.</p>
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