E ect of the Interpersonal Autonomy-Supportive Teaching Style on the Professional Training of Lifeguards

Abstract

first_pagesettingsOrder Article Reprints Open AccessArticle Effect of the Interpersonal Autonomy-Supportive Teaching Style on the Professional Training of Lifeguards by Irene Castañón-Rubio 1,Pablo Jorge Marcos-Pardo 1,*ORCID,Francisco Cano Noguera 2ORCID andJuan Antonio Moreno-Murcia 3ORCID 1 Physical Activity and Sport Sciences Department, Faculty of Sport, Catholic University of Murcia, 30107 Murcia, Murcia, Spain 2 Physical Activity and Sport Department, Faculty of Sport Sciences, University of Murcia, 30720 Murcia, Murcia, Spain 3 Sport Science Department, Faculty of Social and Health Sciences, Miguel Hernández University of Elche, 03130 Elche, Alicante, Spain * Author to whom correspondence should be addressed. Sustainability 2020, 12(11), 4364; https://doi.org/10.3390/su12114364 Submission received: 21 April 2020 / Revised: 20 May 2020 / Accepted: 21 May 2020 / Published: 26 May 2020 (This article belongs to the Collection Sustainability, Motivation and the Teaching-Learning Process in Physical Education and Sport) Downloadkeyboard_arrow_down Browse Figures Versions Notes Abstract The objective of this study was to analyze the motivational, behavioral, and cognitive effect of autonomy support in rescue and lifesaving classes within the framework of the self-determination theory. The sample consisted of 40 students aged from 19 to 26 years old (M = 20.83; TD = 1.86). Students were randomly divided into the intervention (n = 19) and control (n = 21) groups. The following were measured: the perception of the autonomy-supportive and controlling interpersonal styles, the social support for the basic psychological needs of the professor, the satisfaction of the basic psychological needs, and the aquatic competence in rescue and lifeguarding. After the application of the program, improvements were observed in the intervention group in the variables of perception of autonomy support, social support for autonomy, and competence; satisfaction of the basic psychological needs for autonomy and competence; and improvement of the cognitive and behavioral processes of aquatic competence in rescue and lifeguarding. The findings show the effectiveness of the interpersonal teaching style of the autonomy-support program by obtaining more positive results at the motivational, behavioral, and cognitive levels, as opposed to a controlling interpersonal style