{"title":"基于挑战的体育教学方法:探究学生教师对教学风格和动机体验的看法","authors":"Evelia Franco , Alba González-Peño , Paloma Trucharte , Víctor Martínez-Majolero","doi":"10.1016/j.jhlste.2023.100432","DOIUrl":null,"url":null,"abstract":"<div><p>The present study analyses how experiencing challenge-based learning (CBL) may affect student teachers' basic psychological needs and the perceptions of their teachers’ styles in comparison with being involved in a traditional teaching (TT) methodology. A quasi-experimental study with experimental and control groups was carried out. A total of 128 responses (n<sub>control</sub> = 71; n<sub>experimental</sub> = 57) were reported by 83 student teachers from the Physical Activity and Sport Sciences Degree (M<sub>age</sub> = 20.07, SD = 1.82; range = 17–27 years) who completed some self-reported validated questionnaires. Analyses based on non-parametric test to compare independent and related groups showed that, after the 14-week intervention, student teachers in the CBL condition exhibited higher competence satisfaction (M<sub>CBL</sub> = 4.21vs.M<sub>TT</sub> = 3.80) and lower competence (M<sub>CBL</sub> = 1.87 vs. M<sub>TT =</sub> 2.46) and relatedness (M<sub>CBL</sub> = 1.58 vs. M<sub>TT</sub> <sub>=</sub> 1.99) frustration than the TT group. As for teaching styles, student teachers in the CBL-based experience perceived their professors as using more strategies supportive of autonomy and structure than student teachers in the TT group. The results of the study outline that CBL might be a valid methodological approach for student teachers to achieve motivational consequences in university context and in their future as teachers.</p></div>","PeriodicalId":51666,"journal":{"name":"Journal of Hospitality Leisure Sport & Tourism Education","volume":null,"pages":null},"PeriodicalIF":4.8000,"publicationDate":"2023-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"3","resultStr":"{\"title\":\"Challenge-based learning approach to teach sports: Exploring perceptions of teaching styles and motivational experiences among student teachers\",\"authors\":\"Evelia Franco , Alba González-Peño , Paloma Trucharte , Víctor Martínez-Majolero\",\"doi\":\"10.1016/j.jhlste.2023.100432\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"<div><p>The present study analyses how experiencing challenge-based learning (CBL) may affect student teachers' basic psychological needs and the perceptions of their teachers’ styles in comparison with being involved in a traditional teaching (TT) methodology. A quasi-experimental study with experimental and control groups was carried out. A total of 128 responses (n<sub>control</sub> = 71; n<sub>experimental</sub> = 57) were reported by 83 student teachers from the Physical Activity and Sport Sciences Degree (M<sub>age</sub> = 20.07, SD = 1.82; range = 17–27 years) who completed some self-reported validated questionnaires. Analyses based on non-parametric test to compare independent and related groups showed that, after the 14-week intervention, student teachers in the CBL condition exhibited higher competence satisfaction (M<sub>CBL</sub> = 4.21vs.M<sub>TT</sub> = 3.80) and lower competence (M<sub>CBL</sub> = 1.87 vs. M<sub>TT =</sub> 2.46) and relatedness (M<sub>CBL</sub> = 1.58 vs. M<sub>TT</sub> <sub>=</sub> 1.99) frustration than the TT group. As for teaching styles, student teachers in the CBL-based experience perceived their professors as using more strategies supportive of autonomy and structure than student teachers in the TT group. The results of the study outline that CBL might be a valid methodological approach for student teachers to achieve motivational consequences in university context and in their future as teachers.</p></div>\",\"PeriodicalId\":51666,\"journal\":{\"name\":\"Journal of Hospitality Leisure Sport & Tourism Education\",\"volume\":null,\"pages\":null},\"PeriodicalIF\":4.8000,\"publicationDate\":\"2023-06-01\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"\",\"citationCount\":\"3\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"Journal of Hospitality Leisure Sport & Tourism Education\",\"FirstCategoryId\":\"95\",\"ListUrlMain\":\"https://www.sciencedirect.com/science/article/pii/S1473837623000163\",\"RegionNum\":2,\"RegionCategory\":\"教育学\",\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"Q1\",\"JCRName\":\"EDUCATION & EDUCATIONAL RESEARCH\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"Journal of Hospitality Leisure Sport & Tourism Education","FirstCategoryId":"95","ListUrlMain":"https://www.sciencedirect.com/science/article/pii/S1473837623000163","RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q1","JCRName":"EDUCATION & EDUCATIONAL RESEARCH","Score":null,"Total":0}
Challenge-based learning approach to teach sports: Exploring perceptions of teaching styles and motivational experiences among student teachers
The present study analyses how experiencing challenge-based learning (CBL) may affect student teachers' basic psychological needs and the perceptions of their teachers’ styles in comparison with being involved in a traditional teaching (TT) methodology. A quasi-experimental study with experimental and control groups was carried out. A total of 128 responses (ncontrol = 71; nexperimental = 57) were reported by 83 student teachers from the Physical Activity and Sport Sciences Degree (Mage = 20.07, SD = 1.82; range = 17–27 years) who completed some self-reported validated questionnaires. Analyses based on non-parametric test to compare independent and related groups showed that, after the 14-week intervention, student teachers in the CBL condition exhibited higher competence satisfaction (MCBL = 4.21vs.MTT = 3.80) and lower competence (MCBL = 1.87 vs. MTT = 2.46) and relatedness (MCBL = 1.58 vs. MTT= 1.99) frustration than the TT group. As for teaching styles, student teachers in the CBL-based experience perceived their professors as using more strategies supportive of autonomy and structure than student teachers in the TT group. The results of the study outline that CBL might be a valid methodological approach for student teachers to achieve motivational consequences in university context and in their future as teachers.
期刊介绍:
The Journal of Hospitality, Leisure, Sport and Tourism Education (JoHLSTE) is the leading international, peer-reviewed educational journal for this subject grouping. Its aims are to: a) Promote, enhance and disseminate research, good practice and innovation in all aspects of higher education in Hospitality, Leisure, Sport and Tourism and Events to its prime audience including teachers, researchers, employers, and policy makers. b) Encourage greater understanding, links and collaboration across its constituent fields. JoHLSTE is designed to have maximum impact through it being available on-line, fully archived and peer-reviewed. JoHLSTE is divided into seven sections: Editorial; Academic Papers; Practice Papers, Perspectives, Comments and Rejoinders, Research Notes and Reports and Education Resource Reviews.