Starting your journey toward more empowering teaching in PESSPA Dr - - PowerPoint PPT Presentation

Starting your journey toward more empowering teaching in PESSPA

Dr Paul Appleton

School of Sport, Exercise and Rehabilitation Sciences University of Birmingham www.empoweringcoaching.co.uk @EmpCoaching p.appleton@bham.ac.uk

Today’s webinar

• Take a look at the theory associated with the empowering approach
• Take a look at the research that has tested the empowering approach
• Consider the motivational climate you create and how it could be

more empowering

@EmpCoaching

THE MANY BENEFITS OF PESSPA

• Develop motor skills
• Fitness and physical health
• Development of physical activity (fitness for life)
• Physical Literacy
• Confidence and self esteem
• Love of PESSPA
• Ability to work as, and enjoy being part of, a team
• Respect for others - the teachers and coaches, classmates
• Ability to handle victory or defeat with grace and perspective
• Development of life skills; for example, problem solving skills

literacy and numeracy that can be applied in other contexts

@EmpCoaching

NOT ALL PUPILS HAVE A POSITIVE PESSPA EXPERIENCE

@EmpCoaching

TO MAKE IT IT MORE LIK IKELY PUPIL ILS ARE ON THE RIGHT ROAD IN PESSPA…

@EmpCoaching

• The social context, environment or atmosphere

surrounding pupils

• What teachers/coaches say and do; how they
• rganize, communicate and try to impact their pupils
• Why, when, and how they praise or provide

feedback following desirable performances or mistakes/poor performances

MOTIVATIONAL CLIMATE

@EmpCoaching

• When planning your

classes/sessions, does this planning include a consideration of the motivational climate you will create?

MOTIVATIONAL CLIMATE

@EmpCoaching

WHAT THEORY TELLS US

• Achievement goal theory and

self-determination theory provide frameworks for understanding the motivational climate created by teachers/coaches in PESSPA.

@EmpCoaching

Empowering Motivational Climate Disempowering Motivational Climate

Task- involving Climate (AGT) Autonomy Supportive Climate (SDT) Socially Supportive Climate (SDT) Ego- involving Climate (AGT) Controlling Climate (SDT)

Duda (2013) Duda & Appleton (2016)

@EmpCoaching

1 2 3 4 5 Empowering Disempowering

Students' (n = 829; years 8-10) perceptions of the teacher-created motivational climate created in PE

@EmpCoaching

@EmpCoaching

SELF REFLECTIO ION ACT CTIVITY: : YOUR EMPOWERING CLIMATE

When teaching/coaching in PESSPA…

Strongly Disagree Disagree Neutral Agree Strongly Agree

• 1. I encourage pupils to try new skills (Task)

1 2 3 4 5

• 2. I answer my pupils’ questions fully and carefully (Autonomy)

1 2 3 4 5

• 3. My pupils can really count on me to care, no matter what happens (Social)

1 2 3 4 5

• 4. I encourage pupils to help each other learn (Task)

1 2 3 4 5

• 5. I give my pupils choices and options (Autonomy)

1 2 3 4 5

• 6. I listen openly and do not judge pupils’ personal feelings (Social)

1 2 3 4 5

@EmpCoaching

@EmpCoaching

• “When children and young people

‘want to do’ something as opposed to ‘have to do’ something there is a significant difference in progress and attainment; therefore it is imperative that by working together we deliver the best PESSPA outcomes for all which includes supporting and developing a high quality sustainable workforce” (Sue Wilkinson, 4/7/20)

@EmpCoaching

@EmpCoaching

HAVE TO DO WANT TO DO

Only more autonomous reasons for doing PESSPA result in desirable outcomes for children and young people

Autonomous Motivation

(High Quality)

Controlled Motivation

(Low Quality)

“I only do PESSPA to avoid punishment/ get praise “I feel pressured to do PESSPA” “Being active is important to me” “I just love PESSPA!”

@EmpCoaching

EVIDENCE

• 637 Year 9 pupils from secondary

schools across Wales

• Completed the questionnaire

capturing their perceptions of the teacher-created motivational climate in PE and autonomous and controlled reasons (motivation) for doing PE

@EmpCoaching

Pupils’ perceptions of empowering teaching in PE Pupils’ perceptions of disempowering teaching in PE Pupils’ autonomous reasons (motivation) for doing PE Pupils’ controlled reasons (motivation) for doing PE

.54 .41

• .34
• .15

@EmpCoaching

EVIDENCE: QUALITY OF ENGAGEMENT IN IN PE

• We also measured indicators of pupils’

self-reported engagement in PE via:

• Enjoyment
• Concentration
• Boredom
• Assessed at 2 time points across

academic year to determine change

@EmpCoaching

Empowering Teaching in PE Disempowering Teaching in PE Autonomous Motivation for PE Controlled Motivation for PE Concentration in PE Enjoyment in PE Boredom in PE

.68 .83 .68

• .68

Data from 299 pupils. Analyses controls for Time 1 scores

@EmpCoaching

Empowering Teaching in PE Disempowering Teaching in PE Autonomous Motivation for PE Controlled Motivation for PE Concentration in PE Enjoyment in PE Boredom in PE

.43 .32

Data from 299 pupils. Analyses controls for Time 1 scores

@EmpCoaching

EVIDENCE: PUPILS’ PSYCHOLOGICAL WELL- AND IL ILL-BEING

• Finally, we captured indicators of

pupils’ self-reported psychological well- and ill-being:

• Vitality (psychological energy)
• Depression
• Assessed at 2 time points across

academic year to determine change

@EmpCoaching

Empowering Teaching in PE Disempowering Teaching in PE Autonomous Motivation for PE Controlled Motivation for PE

.68 .22

Data from 299 pupils. Analyses controls for Time 1 scores

Vitality Depression

.43 .16

• “When children and young people ‘want

to do’ something as opposed to ‘have to do’ something there is a significant difference in progress and attainment”

• Our evidence suggests the quality of a

pupils’ motivation (autonomous “want to” vs controlled “have to”) is a key predictor of their experiences in PE as well as their mental health

• And pupils’ motivation is predicted by

the extent to which the motivational climate in PESSPA is empowering vs disempowering

@EmpCoaching

• “therefore it is imperative that by

working together we deliver the best PESSPA outcomes for all which includes supporting and developing a high quality sustainable workforce”

• Our evidence suggests a high quality

workforce in PESSPA can be characterised by the creation of empowering (and low disempowering) motivational climates

@EmpCoaching

An education programme Committed to making PESSPA more enjoyable, engaging and health-enabling For every child and young person in every school

(see Duda, 2013) @EmpCoaching

Theory-based Evidence-based

@EmpCoaching

Interactive teacher (coach) centered training programme Not a simple recipe or checklist

• Evaluating the impact of Empowering PETM training programme in

secondary school PE in Wales Multi-methodological approach

• Baseline interviews with PE teachers, SLT and pupils (July 19)
• Baseline questionnaires with year 9 pupils (Sept 19)
• Customise and delivery of (6 hour) Empowering PETM training programme

to PE staff (as well as 20 non-PE staff)

• Community of practice (Oct 19 – Jan 20)
• PE teachers collaborate to create empowering climates in their classes
• Follow-up interviews and questionnaires (Feb 20)

@EmpCoaching

• Evaluating the impact of Empowering PETM training programme in

secondary school PE in Wales

@EmpCoaching

“What I saw by certain students was

• remarkable. I know that’s a strong word.

Students who are not stereotypically sporty

• r enjoy football. It was crazy by giving

them or emphasising (autonomy) had a significant impact on the motivation and quality of work ”

• Evaluating the impact of Empowering PETM training programme in

secondary school PE in Wales

@EmpCoaching

“these are students who have real behavioural issues and are really challenging around the school… (they) are getting complete autonomy for 45 minutes of a lesson…they don’t get that anywhere else…we don’t have any corrective issues”

• Evaluating the impact of Empowering PETM training programme in

secondary school PE in Wales

@EmpCoaching

“I’ve been less command…I have let them go more and they have surprised me how well they have done and the quality of the game”

• “therefore it is imperative that by working

together we deliver the best PESSPA

• utcomes for all which includes supporting

and developing a high quality sustainable workforce”

• Our evidence suggests a high quality

workforce in PESSPA can be characterised by the creation of empowering (and low disempowering) motivational climates

• Empowering PETM is one training

programme that can help teachers (and coaches) achieve the best PESSPA

• utcomes for all

@EmpCoaching

@EmpCoaching

SELF REFLECTIO ION ACT CTIVITY: : YOUR EMPOWERING CLIMATE

When teaching/coaching in PESSPA…

Strongly Disagree Disagree Neutral Agree Strongly Agree

• 1. I encourage pupils to try new skills

1 2 3 4 5

• 2. I answer my pupils’ questions fully and carefully

1 2 3 4 5

• 3. My pupils can really count on me to care, no matter what happens

1 2 3 4 5

• 4. I encourage pupils to help each other learn

1 2 3 4 5

• 5. I give my pupils choices and options

1 2 3 4 5

• 6. I listen openly and do not judge pupils’ personal feelings

1 2 3 4 5

For those statements where you scored higher (4-5), make a note of the specific empowering strategies you use when teaching PESSPA For those statements were you scored lower (<3), consider what strategies you could use to become more empowering in PESSPA

Summary ry and Take Home Messages

• The motivational climate you create does matter (and makes a big

difference to children’s experience of PESSPA)

• A motivational climate is, generally, empowering and disempowering
• Empowering climates (vs disempowering climates) will help ensure all

children and young people experience a range of positive outcomes inside and outside of PESSPA

• Theory-based and evidence-supported training programmes (such as

Empowering PETM) can help teachers and coaches to understand, and have the confidence to apply the empowering principles

@EmpCoaching

Starting your journey toward more empowering teaching in PESSPA

Dr Paul Appleton

School of Sport, Exercise and Rehabilitation Sciences University of Birmingham www.empoweringcoaching.co.uk @EmpCoaching p.appleton@bham.ac.uk