Effect of Need-Supportive Environment on Sport Performance of Primary School Students

The purpose of this study was to investigate the effect of need-supportive teaching style on students’ sport performance, and compared to usual teaching style. Two hundred and eight male and female students at the fifth and sixth grades (Mage =11/58) selected by available sampling method in badminton and volleyball and they were delivered need-supportive (experimental group 1) and usual (experimental group 2) teaching styles. In the experimental group 1, teachers taught motor skills according to either the constraints-led approach or need-supportive style. In the experimental group 2, teachers taught based on teachers’ usual teaching style. Motor skills were measured in pre-test and post-test stages based on previous research. Game performance was measured through the game-play performance index (GPAI) in the transfer test. The results showed that motor skills were promoted in either need-supportive or typical teaching styles in both sports. However, compared to the typical teaching style, only serve skill in volleyball was higher in the need-supportive teaching style. Overall, game-performance was higher in need-supportive teaching style. Findings supported either the study hypothesized and the self-determination theory preposition in the elementary physical education context. This study also shows that need-supportive teaching style is an appropriate approach in promoting game-play performance.