Development and evaluation of a training on need-supportive teaching in physical education: Qualitative and quantitative findings

This study investigated 35 physical education teachers' appreciation of a continuous professional development (CPD) training on need-supportive teaching, embedded in Self-Determination Theory, using qualitative (i.e. focus groups) and quantitative methods (i.e. questionnaire). The findings suggest that teachers highly valued opportunities for active participation, collaboration and experiential learning (e.g. microteaching). Of particular interest was the unexpected essential value they placed on theoretical knowledge. In addition, it was critical to be authentic to the content by delivering the training in a need-supportive fashion. Implications for the use of theory and the relevance of congruent teaching in the wider CPD literature are discussed.

► We design an in-service teacher training on need-supportive teaching in PE.
► We collaborate with experienced PE teachers to develop and optimize the training.
► We use both quantitative and qualitative methods to examine teachers' appreciation.
► Theoretical framing is of added value in designing and delivering a training.
► Trainers' authenticity is critical to increase teachers' tendencies to change.