STUDY PROTOCOL article
Front. Public Health
Sec. Public Health Education and Promotion
Volume 13 - 2025 | doi: 10.3389/fpubh.2025.1611556
Study protocol of a non-randomized controlled trial on a circumplex model-based motivational training program for pre-service physical education teachers
Provisionally accepted
- Department of Didactics of the Musical, Plastic and Corporal Expression, Faculty of Health and Sports Sciences, University of Zaragoza, Zaragoza, Aragon, Spain
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Physical Education Teacher Education is crucial, as it directly influences how preservice Physical Education teachers will teach, motivate, and engage their future students. However, training programs that foster motivating teaching styles while minimizing demotivating ones remain scarce, particularly during initial teacher education. This study presents the protocol for a non-randomized controlled trial evaluating a motivationalbased training program for pre-service Physical Education teachers, grounded in Self-Determination Theory and the circumplex model. The program, embedded in a Master's in Physical Education Teacher Education, consists of theoretical and practical training to foster motivating teaching styles and minimize demotivating ones. The study will involve at least 38 pre-service teachers, divided into an experimental group (n = 19) and a control group (n = 19). The experimental group will participate in a 14-hour training program combining theoretical and practical components. The control group will follow the standard Physical Education Teacher Education curriculum. A quasi-experimental pre-post design with a mixed-methods approach will be used. Quantitative assessments will measure changes in perceived competence, motivation for teaching, and (de)motivating teaching styles, while qualitative focus groups will provide in-depth insights into participants' experiences and program applicability. To ensure objectivity, independent researchers will conduct assessments, and external experts will moderate the focus groups. Findings will contribute empirical evidence on the effectiveness of Self-Determination Theory-based interventions in initial teacher education, informing curriculum development and supporting the advancement of evidence-based pedagogical training in Physical Education.
Keywords: Clinical trial registration: ClinicalTrials.gov, identifier [NCT06924554] Self-Determination Theory, (de)motivating teaching styles, physical 25 education teacher education, quasi-experimental study, Mixed-methods Research
Received: 14 Apr 2025; Accepted: 18 Jun 2025.
Copyright: © 2025 Mayo-Rota, Abós, García-Cazorla, Villafaña-Samper and Garcia-Gonzalez. This is an open-access article distributed under the terms of the Creative Commons Attribution License (CC BY). The use, distribution or reproduction in other forums is permitted, provided the original author(s) or licensor are credited and that the original publication in this journal is cited, in accordance with accepted academic practice. No use, distribution or reproduction is permitted which does not comply with these terms.
* Correspondence: Carlos Mayo-Rota, Department of Didactics of the Musical, Plastic and Corporal Expression, Faculty of Health and Sports Sciences, University of Zaragoza, Zaragoza, 22002, Aragon, Spain
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