Research On The Effect And Intervention Of Need-supportive Teaching On Primary School Students’ Fundamental Movement Skill Based On The Perspective Of Self-determination Theory

Under the background of the increasing status of school physical education(PE),how to improve the quality of PE in primary and secondary schools,especially to improve the educational benefits of PE curriculum,is an urgent problem to be solved in China.Existing policies and research think that the foundmental movement skills(FMS)is an important learning content of PE class in primary school,and also the main carrier to realize other educational benefits of PE curriculum in primary school.It has a positive impact on the cultivation of students’ interest in sports learning,the formation of sports participation habits,the acquisition of special sports skills and the promotion of physical and mental health benefits.Therefore,it is very important to explore the internal mechanism and external conditions of how to improve the effect of learning and practicing FMS in primary school PE.Based on self-determination theory(SDT),the environment of social support can adjust and internalize students’ learning motivation by meeting the three basic psychological needs that students are born with,and finally produce positive learning effects.Among the numerous social supports in the school environment,teachers are the biggest source of students’ basic psychological needs support.In class,teachers support and satisfy students’ basic psychological needs through specific teaching behaviors.The effect of teacher’s need-supportive teaching(NST)on students’ academic performance has been verified by many scholars at home and abroad,however,the influence mechanism of NST provided by PE teachers on elementary students’ FMS is still unclear.In view of this,the purpose of this study is to explores the influence mechanism of NST on elementary school students’ FMS.Based on SDT,this study explored the influence mechanism of PE teachers’ NST on FMS of primary school students by means of literature,questionnaire,tool measurement,action research,case interview and mathematical statistics.This study mainly included four parts.In the first part,the related researches on teachers’ NST,BPN,self-determination motivation(SDM),FMS and SDT are systematically sorted out,and relevant hypotheses are made according to the previous research and the purpose of this research.In the second part,three scales were sinicized and their reliability and validity were tested.In the third part,the Chinese scale and TGMD-3 were used to measure the PE teachers’ NST,students’ BPN,SDM and FMS of 751 primary school students in grade 3-5 from eight schools in four districts of Shanghai,and the direct influence model and intermediary effect of PE teachers’ need-support on FMS of primary school students were explored.In the fourth part,the two-way repeated-measures ANOVA was used to verifie effect of PE teachers’ need-support on primary school students’ basic psychological needs,autonomous motivation and basic motor skills.In the fourth part,the intervention experiment was used to further verify the influence of PE teachers’ need-support on primary school students’ BPN,SDM and FMS.The conclusions of this study are as follows.(1)The autonomy support,competence(structure)support and relatedness(emotional)support provided by PE teachers have a significant positive effect on elementary students’ BPN,indicating that the three kinds of need support are beneficial teaching strategies in PE learning environment.According to SDT,three kinds of PE teachers need-support satisfied the three BPN of students(autonomy need,competence need,relatedness need),which can help students to be more active in the practice of FMS.(2)BPN and SDM played an obvious mediating role in the relationship between the three kinds of PE teachers’ need-support and FMS of students.To be more specific:(1)BPN played a significant mediating role in the relationship between autonomy support,competence support and relatedness support and FMS of students;(2)SDM played a significant mediating role in the relationship between PE teachers’ autonomy support,competence support and relatedness support and FMS of students;(3)BPN have a significant positive impact on SDM;(4)PE teachers’ autonomy support,competence support and relatedness support had positive effects on FMS through the chain mediating effect of BPN and SDM.(3)Teacher professional development training based on SDT has successfully improved PE teachers’ need-support teaching ability,and has a significant impact on students’ need-support perception,BPN satisfaction,SDM,FMS.Specifically,students in the experimental class who adopted the high-need supportive teaching strategy were significantly higher than those in the control class in terms of the satisfaction degree of BPN,the level of SDM,the total score of FMS and locomotor skills.