Building upon the circumplex approach to (de)motivating styles defined by self-determination theory, this research aimed: (a) to analyse the extent to which physical education (PE) teachers’ (de)motivating teaching approaches differ across gender, school level, and years of teaching experience, and (b) to test paths from PE teachers’ need-based experiences to their (de)motivating teaching approaches, via motivation quality. A purposive and cross-sectional sample of 667 Spanish PE teachers (63.7% male; 54.7% primary; mean teaching experience = 10.77 years) participated. The overall results found that male, secondary school, and more experienced teachers scored lower on autonomy-supportive approaches, and higher on controlling and chaotic approaches. The findings also showed that, after controlling for gender, school level, and teaching experience, need satisfaction showed a direct significant effect on autonomous motivation and an indirect effect on participative, attuning, guiding, and clarifying approaches via autonomous motivation. Need frustration showed a direct significant effect on controlled motivation and amotivation and an indirect effect on demanding, domineering, abandoning, and awaiting approaches via controlled motivation and amotivation. Another noteworthy result is the positive relationship between need satisfaction and controlled motivation. Our results underscore the role that PE teachers’ personal traits play in the adaptive motivational mechanisms underlying their variety of (de)motivating approaches to PE teaching.

中文翻译：

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哪些因素与体育教师的教学风格（去）积极性相关？环形方法

基于自决理论定义的（去）激励风格的迂回方法，本研究旨在：（a）分析体育教师（去）激励教学方法在性别、学校层面上的差异程度，以及多年的教学经验，以及（b）通过激励质量来测试从体育教师基于需求的经验到他们（去）激励教学方法的路径。对 667 名西班牙体育教师（63.7% 为男性；54.7% 为小学；平均教学经验 = 10.77 年）进行了有目的的横断面抽样调查。总体结果发现，男性、中学和经验丰富的教师在自主支持方法上得分较低，在控制和混乱方法上得分较高。研究结果还表明，在控制性别、学校水平和教学经验后，需求满足对自主动机表现出直接的显着影响，并通过自主动机对参与、协调、指导和澄清方法产生间接影响。需求挫折对控制动机和无动机表现出直接的显着影响，并通过控制动机和无动机对要求、专横、放弃和等待方法产生间接影响。另一个值得注意的结果是需求满足和受控动机之间的正相关关系。我们的结果强调了体育教师的个人特质在其各种体育教学（去）激励方法背后的适应性激励机制中所发挥的作用。