■希望(更多)儿童在完成游泳课程后继续游泳,以保持他们的游泳技能和水上安全,作为活动的一部分,健康的生活方式。这可以通过在游泳课程中激发儿童游泳的内在动机来鼓励。然而,目前尚不清楚西方国家游泳课的内在动机。
■这项研究调查了荷兰的游泳教练在多大程度上满足了自治的基本需求,能力,和亲密关系,which,根据自决理论(SDT),促进内在动机。此外,它研究了基于SDT的教学计划是否促使教师更好地满足这些需求,以及教学计划在多大程度上,教师的教育和经验,小组规模预测了游泳课程中SDT的使用。
■在荷兰观察到了由同样多的教练提供的总共128个游泳课程,并根据SDT教学风格量表的修改版本进行了评分,以评估自主性。能力,和亲属支持。游泳课涉及四个教学计划,其中之一是明确基于SDT。
■教师表现出自主性挫败,能力支持较弱,和相关性支持行为。基于SDT的教学计划在提供自主权方面得分较高,能力,和课程中的相关性。这一发现对自治意义重大。教学计划是教师雇用SDT的唯一重要预测指标。
■在满足基本需求方面需要进一步改进,尤其是自主性,这可以通过在游泳教学计划中故意实施SDT的原则来实现。
UNASSIGNED: It is desirable that (more) children continue swimming after having completed their swimming lessons to preserve their swimming skills and water safety, and as part of an active, healthy lifestyle. This may be encouraged by stirring children\'s intrinsic motivation for swimming during swimming lessons. However, it is currently unknown how intrinsically motivating swimming lessons are in Western countries.
UNASSIGNED: This
study examined to what extent swimming instructors in the Netherlands cater to the basic needs of autonomy, competence, and relatedness, which, according to Self-Determination Theory (SDT), promote intrinsic motivation. Additionally, it examined whether an SDT-based teaching program prompts instructors to better meet these needs, and to what extent the teaching program, the education and experience of the instructor, and the group size predict the employment of SDT in swimming lessons.
UNASSIGNED: A total of 128 swimming lessons given by equally many instructors were observed in the Netherlands and rated on a modified version of the SDT teaching style scale to assess autonomy, competence, and relatedness support. The swimming lessons referred to four teaching programs, one of which was explicitly based on SDT.
UNASSIGNED: Instructors exhibited autonomy-thwarting, weakly competence-supportive, and relatedness-supportive behaviors. The SDT-based teaching program scored higher on the provision of autonomy, competence, and relatedness in lessons. This finding was significant for autonomy. Teaching program was the only significant predictor of SDT employment by instructors.
UNASSIGNED: Further improvement is desirable in catering to the basic needs, particularly autonomy, which can be achieved by deliberately implementing the principles of SDT into teaching programs for swimming.