Antecedents of teachers’ motivational behaviours in physical education: a scoping review utilising achievement goal and self-determination theory perspectives

Abstract

Physical Education (PE) teachers' adoption of motivational teaching behaviours is a critical determinant of students' quality of experience in lessons. Drawing from achievement goal theory (AGT) and self-determination theory (SDT), extensive evidence has substantiated the consequences of teachers emphasising a specific type of motivational climate (AGT) or interpersonal style (SDT). However, less attention has been paid to critically appraising the antecedents of teachers' behaviours underpinning a particular climate or style. Therefore, the aim of the present scoping review was to evaluate the extant literature addressing the determinants of teachers' motivational behaviours in PE from AGT and SDT perspectives. Nine databases were searched to identify 94 studies that met the inclusion criteria. Findings revealed that more studies had sought to understand the reasons for teaching behaviours from a SDT approach than from the lens of AGT. Moreover, multiple personal and contextual factors were shown to be associated with, or to impact upon, teachers' behaviours. Future research should adopt a more theoretically integrative approach to advancing our understanding of teachers' motivational behaviours, as well as examine additional antecedents that might be suitable for intervention with pre- and in-service PE teachers.