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Background: There is a strong need for evidence based, effective continuous professional development (CPD) for physical education teachers. This need includes CPD aimed at impacting student motivation. Existing CPD on teachers' motivating style often takes the form of singular events such as a workshop or training session. Research shows that in general, this only has a small impact on teacher behaviour and the effects on student motivation have not received much attention. Lesson study is a popular and more extensive form of CPD in which teachers collaborate on lesson planning, delivery and evaluation, based on predetermined goals for student learning. It has been suggested that this approach could enhance the effectiveness of CPD, but few studies have actually examined this at the level of teacher behaviour and student outcomes, especially in physical education. Aim: The present study aims to contribute to the knowledge base of effective CPD within physical education. It investigated whether a lesson study follow-up to a traditional workshop approach would increase the effectiveness of a CPD programme on motivating teacher behaviour, student-perceived motivational climate and student motivation for physical education lessons, from the perspectives of Achievement Goal Theory and Self-Determination Theory. Methods: Ten secondary school PE-departments were included in the workshop + lesson study intervention group (LS), whilst nine served as a control group that received a workshop only (WS). A total of 52 PE teachers (33 LS and 19 WS) and their 612 students (334 LS and 278 WS) participated in the study. Measurements were taken two weeks prior to the start of the CPD programme (pre-test), and again two to three weeks after the CPD had ended (post-test). Two teachers per school were randomly chosen for pre and post measurements in their games-lessons. Lessons were video-recorded and observed using previously validated observation instruments measuring autonomy support, structure, relatedness support, mastery climate and performance climate. Students completed questionnaires on their motivational regulation, basic needs satisfaction and achievement goal orientation during both pre and post measurements. Results: In terms of observed teacher behaviours, there was a significant, large increase in teachers' provision of autonomy-support and a trend for a medium increase in teachers' provision of structure from pre to post in both conditions, whereas teachers' employment of a performance climate decreased in both groups. There was, however, no significant difference in effect between both conditions. At the student level, there was a small but significant decrease in students' performance approach orientation (PAp), with PAp decreasing more in LS than WS. Changes for all other student-derived variables from pre to post were negligible. Conclusion: Researcher observations showed that both CPD approaches, the workshop followed up with lesson study and the stand-alone workshop, were equally effective in positively altering the motivating behaviour of PE teachers. However, there was no substantial impact on student-perceived motivational climate and student motivation. Therefore, in the manner enacted in the present study, lesson study cannot be recommended as an effective and efficient form of CPD.

Although continuous professional development (CPD) is a key strategy for physical education (PE) teachers to update skills and knowledge in order to provide the best possible education to students, various concerns have been voiced regarding the effectiveness and feasibility of CPD in the context of PE. One approach to CPD that seems promising in this respect is lesson study, which is a form of collaborative, teacher-led and inquiry-based professional learning. This study reports on teachers' experiences with lesson study and was specifically aimed at teachers' perceptions of what was learned through lesson study and how this was done. Ten PE departments (35 teachers) followed a workshop on the topic of the need-supportive teaching of games which was followed by multiple lesson study cycles. Questionnaires and focus group interviews provided insight into teachers' experiences. Overall, participating PE teachers appreciated lesson study as CPD, especially valuing the collaborative and practice-oriented approach. As lesson study allows for professional experimentation this enabled teachers to transfer new knowledge and ideas into their own specific educational contexts. Nevertheless, results also indicated that in its current form and especially within existing school structures, lesson study might be too demanding in terms of time and resources. Only if schools are willing to make the required investments could lesson study be expected to reach its full potential.

Framed within achievement goal theory and self-determination theory, the aim of this study was to explore the experiences and motivational needs of students within secondary school Physical Education, attempting to identify their preferred motivational instructional strategies. Nine focus group interviews were conducted comprising 61 students (32 girls and 29 boys; M age = 15.17; SD = 0.48) across 3 different schools. The semi-structured interview guide was based on the TARGET (Task, Authority, Recognition, Grouping, Evaluation, Time) framework. Interviews were analysed using the Framework Method. Results revealed that student-preferred instructional strategies were in line with the tenets of the self-determination theory and achievement goal theory. Students stressed the importance of variation, challenge, achievable tasks, involvement, structure, positive and individual feedback, careful grouping, progress evaluation, transparency of standards and reliable assessment. Structuring these strategies according to the TARGET dimensions provided an overview to support PE teachers in realising an optimal motivational class climate.

Although assessment practices are commonly part of the physical education (PE) curriculum they may often frustrate rather than support students' basic needs for autonomy, competence and relatedness. Nevertheless, assessment also provides various promising opportunities to support these basic needs and enhance learning in students. In order to address this issue, we developed an in-service teacher training programme that was grounded within contemporary theories on assessment and motivation, and aimed at improving PE teachers' expertise on motivational assessment practices. In close collaboration with PE teachers and other experts in the field an in-service teacher training programme was developed that covered important topics such as quality assessment, motivation and assessment for learning. Specific attention was directed to the translation of theoretical concepts into practical and applicable tools. The in-service training programme was then provided on-site three times to a total of 33 PE teachers (of whom 20 were male (60%) and 12 were female (40%), teaching experience 3-32 years) representing different PE departments. Through an iterative cycle of development, provision, evaluation and adjustment the programme was gradually optimised. Focus group sessions and questionnaires were employed to evaluate various aspects, and identify barriers and success factors. The in-service teacher training programme is a successful first step in improving the expertise of PE teachers to start and develop higher quality and more motivating assessment practices. Nevertheless, in order to generate durable change within daily PE practice, follow-up training sessions or counselling methods (e.g. through communities of practice) are essential to overcome implementation barriers. Development, adjustment and future directions for assessment are discussed.

There is a strong need for evidence based, effective continuous professional development (CPD) for physical education teachers. This need includes CPD aimed at impacting student motivation. Existing CPD on teachers' motivating style often takes the form of singular events such as a workshop or training session. Research shows that in general, this only has a small impact on teacher behaviour and the effects on student motivation have not received much attention. Lesson study is a popular and more extensive form of CPD in which teachers collaborate on lesson planning, delivery and evaluation, based on predetermined goals for student learning. It has been suggested that this approach could enhance the effectiveness of CPD, but few studies have actually examined this at the level of teacher behaviour and student outcomes, especially in physical education. The present study aims to contribute to the knowledge base of effective CPD within physical education. It investigated whether a lesson study follow-up to a traditional workshop approach would increase the effectiveness of a CPD programme on motivating teacher behaviour, student-perceived motivational climate and student motivation for physical education lessons, from the perspectives of Achievement Goal Theory and Self-Determination Theory. Ten secondary school PE-departments were included in the workshop + lesson study intervention group (LS), whilst nine served as a control group that received a workshop only (WS). A total of 52 PE teachers (33 LS and 19 WS) and their 612 students (334 LS and 278 WS) participated in the study. Measurements were taken two weeks prior to the start of the CPD programme (pre-test), and again two to three weeks after the CPD had ended (post-test). Two teachers per school were randomly chosen for pre and post measurements in their games-lessons. Lessons were video-recorded and observed using previously validated observation instruments measuring autonomy support, structure, relatedness support, mastery climate and performance climate. Students completed questionnaires on their motivational regulation, basic needs satisfaction and achievement goal orientation during both pre and post measurements. In terms of observed teacher behaviours, there was a significant, large increase in teachers' provision of autonomy-support and a trend for a medium increase in teachers' provision of structure from pre to post in both conditions, whereas teachers' employment of a performance climate decreased in both groups. There was, however, no significant difference in effect between both conditions. At the student level, there was a small but significant decrease in students' performance approach orientation (PAp), with PAp decreasing more in LS than WS. Changes for all other student-derived variables from pre to post were negligible. Researcher observations showed that both CPD approaches, the workshop followed up with lesson study and the stand-alone workshop, were equally effective in positively altering the motivating behaviour of PE teachers. However, there was no substantial impact on student-perceived motivational climate and student motivation. Therefore, in the manner enacted in the present study, lesson study cannot be recommended as an effective and efficient form of CPD. [ABSTRACT FROM AUTHOR]

The aim of the present study was to explore the impact of TARGET-based teaching strategies on students' motivation in a Dutch secondary school PE context. We examined to what extent mastery climate teaching strategies perceived by students (independently or interactively) explain variability in students' motivation towards PE. In total 3,150 students (48.2% girls; 51.8% boys) with a mean age of 13.91 years (SD = 1.40) completed the Behavioural Regulations in Physical Education Questionnaire (BRPEQ), measuring students' autonomous motivation, controlled motivation and amotivation, and the Mastery Teaching Perception Questionnaire (MTP-Q), measuring student-perceived application of mastery TARGET teaching strategies. Hierarchical regression analyses indicated that after controlling for gender, age, and educational type, the predictive effects of the perceived mastery climate teaching strategies differed by motivational outcome. Overall, students who reported higher levels of perceived application of mastery TARGET teaching strategies showed more autonomous motivation and less amotivation. Specifically, the teaching strategies within the task structure were the strongest predictors for students' autonomous motivation and amotivation. No meaningful statistically significant two-way interaction effects between any of the TARGET variables were found, supporting the proposition of an additive relationship between the TARGET teaching strategies. [ABSTRACT FROM AUTHOR]

Although continuous professional development (CPD) is a key strategy for physical education (PE) teachers to update skills and knowledge in order to provide the best possible education to students, various concerns have been voiced regarding the effectiveness and feasibility of CPD in the context of PE. One approach to CPD that seems promising in this respect is lesson study, which is a form of collaborative, teacher-led and inquiry-based professional learning. This study reports on teachers' experiences with lesson study and was specifically aimed at teachers' perceptions of what was learned through lesson study and how this was done. Ten PE departments (35 teachers) followed a workshop on the topic of the need-supportive teaching of games which was followed by multiple lesson study cycles. Questionnaires and focus group interviews provided insight into teachers' experiences. Overall, participating PE teachers appreciated lesson study as CPD, especially valuing the collaborative and practice-oriented approach. As lesson study allows for professional experimentation this enabled teachers to transfer new knowledge and ideas into their own specific educational contexts. Nevertheless, results also indicated that in its current form and especially within existing school structures, lesson study might be too demanding in terms of time and resources. Only if schools are willing to make the required investments could lesson study be expected to reach its full potential. [ABSTRACT FROM AUTHOR]

Formative assessment (FA) is an effective educational approach for optimising student learning and is considered as a promising avenue for assessment within physical education (PE). Nevertheless, implementing FA is a complex and demanding task for in-service PE teachers who often lack formal training on this topic. To better support PE teachers in implementing FA into their practice, we need better insight into teachers’ experiences while designing and implementing formative strategies. However, knowledge on this topic is limited, especially within PE. Therefore, this study examined the experiences of 15 PE teachers who participated in an 18-month professional development programme. Teachers designed and implemented various formative activities within their PE lessons, while experiences were investigated through logbook entries and focus groups. Findings indicated various positive experiences, such as increased transparency in learning outcomes and success criteria for students as well as increased student involvement, but also revealed complexities, such as shifting teacher roles and insufficient feedback literacy among students. Overall, the findings of this study underscore the importance of a sustained, collaborative, and supported approach to implementing FA. [ABSTRACT FROM AUTHOR]

The purpose of this study was to provide more insight into how the physical education (PE) context can be better tailored to the diverse motivational demands of secondary school students. Therefore, we examined how different constructs of student motivation in the context of PE combine into distinct motivational profiles, aiming to unveil motivational similarities and differences between students' PE experiences. Participants were 2,562 Dutch secondary school students, aged 12–18, from 24 different schools. Students responded to questionnaires assessing their perception of psychological need satisfaction and frustration, and perceived mastery and performance climate in PE. In order to interpret the emerging profiles additional variables were assessed (i.e. demographic, motivational and PE-related variables). Two-step cluster analysis identified three meaningful profiles labelled as negative perceivers, moderate perceivers and positive perceivers. These three profiles differed significantly with regard to perceived psychological need satisfaction and frustration and their perception of the motivational climate. This study demonstrates that students can be grouped in distinct profiles based on their perceptions of the motivational PE environment. Consequently, the insights obtained could assist PE teachers in designing instructional strategies that target students' differential motivational needs. [ABSTRACT FROM AUTHOR]

Although assessment practices are commonly part of the physical education (PE) curriculum they may often frustrate rather than support students' basic needs for autonomy, competence and relatedness. Nevertheless, assessment also provides various promising opportunities to support these basic needs and enhance learning in students. In order to address this issue, we developed an in-service teacher training programme that was grounded within contemporary theories on assessment and motivation, and aimed at improving PE teachers' expertise on motivational assessment practices. In close collaboration with PE teachers and other experts in the field an inservice teacher training programme was developed that covered important topics such as quality assessment, motivation and assessment for learning. Specific attention was directed to the translation of theoretical concepts into practical and applicable tools. The in-service training programme was then provided on-site three times to a total of 33 PE teachers (of whom 20 were male (60%) and 12 were female (40%), teaching experience 3-32 years) representing different PE departments. Through an iterative cycle of development, provision, evaluation and adjustment the programme was gradually optimised. Focus group sessions and questionnaires were employed to evaluate various aspects, and identify barriers and success factors. The in-service teacher training programme is a successful first step in improving the expertise of PE teachers to start and develop higher quality and more motivating assessment practices. Nevertheless, in order to generate durable change within daily PE practice, follow-up training sessions or counselling methods (e.g. through communities of practice) are essential to overcome implementation barriers. Development, adjustment and future directions for assessment are discussed. [ABSTRACT FROM AUTHOR]