DIFFERENCES IN PSYCHOLOGICAL NEED SATISFACTION, MOTIVATIONS AND MOTIVATIONAL STRATEGIES USED BY PE TEACHERS BEFORE AND AFTER THE REMOVAL OF PE SCORE FROM THE FINAL AVERAGE TO ACCESS UNIVERSITY

Abstract

Ana Cristina de Sousa, Eliana V. Carraça

Based on self-determination theory, this study compares the levels of basic psychological need satisfaction, motivation quality and teachers’ adoption of motivational strategies between secondary physical education (PE) teachers (n=46, 46±10 years-old) teaching in a school year in which PE still counted for the final average vs. those teaching in a school year that already stopped counting. Data collected through questionnaires were analyzed with Mann-Whitney tests. Results did not show significant differences in need satisfaction, but showed lower external motivation and lower use of controlling strategies in teachers giving lessons in a school year that stopped counting. Although a better motivation quality has been observed in PE teachers after the implementation of the Decree-Law No. 139/2012, their intervention at the interpersonal/motivational level might have been affected. This study alerts for the potentially harmful effects of this type of legislative changes; it is thus important to explore them in more depth through longitudinal analysis and larger samples.