{"title":"实践激励性互动的经验促进者和挑战:职前体育教师如何采取更具激励性的行为?","authors":"Elina Renko, Catharina Karvinen, Nelli Hankonen","doi":"10.1111/bjhp.12751","DOIUrl":null,"url":null,"abstract":"<div>\n \n \n <section>\n \n <h3> Objectives</h3>\n \n <p>Health promotion professionals can contribute to high-quality motivation and sustained health behaviours, for example, physical activity (PA), using motivational interaction with their target groups. However, evidence shows that even after comprehensive training, professionals do not optimally adopt motivational counselling styles. To improve efforts to help professionals take up and sustain motivational interaction in their practice, we need a better understanding of influences on practising these styles. This study set out to investigate pre-service physical education (PE) teachers' experienced facilitators and challenges of practising motivational interaction.</p>\n </section>\n \n <section>\n \n <h3> Design</h3>\n \n <p>After a training course that aimed to teach pre-service PE teachers the basic ideas and practical techniques of motivational interaction, 19 participants were interviewed.</p>\n </section>\n \n <section>\n \n <h3> Methods</h3>\n \n <p>Inductive content analysis was employed to investigate semi-structured interviews.</p>\n </section>\n \n <section>\n \n <h3> Results</h3>\n \n <p>We developed three categories each including both facilitators and challenges of practising motivational interaction: (1) <i>own style of interaction</i> functioned as a basis for practising and involved (a) <i>confidence in skills and resources</i> as well as (b) <i>reflecting, overcoming and forming habits</i>, (2) <i>regulation of one's own behaviour: autonomy and responsibility</i> involved <i>the</i> freedom to choose and plan how to practise but also bearing responsibility for it, and (3) <i>pursuing authentic interaction</i> related to the search for natural ways to use motivational interaction with others.</p>\n </section>\n \n <section>\n \n <h3> Conclusions</h3>\n \n <p>We provide suggestions on how future training can make use of this knowledge and systematically make use of behaviour change science to foster practising motivational interaction, for example, using self-regulation strategies and habit-forming/breaking skills.</p>\n </section>\n </div>","PeriodicalId":48161,"journal":{"name":"British Journal of Health Psychology","volume":"29 4","pages":"1064-1079"},"PeriodicalIF":3.5000,"publicationDate":"2024-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/bjhp.12751","citationCount":"0","resultStr":"{\"title\":\"Experienced facilitators and challenges of practising motivational interaction: How can pre-service physical education teachers adopt more motivational behaviours?\",\"authors\":\"Elina Renko, Catharina Karvinen, Nelli Hankonen\",\"doi\":\"10.1111/bjhp.12751\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"<div>\\n \\n \\n <section>\\n \\n <h3> Objectives</h3>\\n \\n <p>Health promotion professionals can contribute to high-quality motivation and sustained health behaviours, for example, physical activity (PA), using motivational interaction with their target groups. However, evidence shows that even after comprehensive training, professionals do not optimally adopt motivational counselling styles. To improve efforts to help professionals take up and sustain motivational interaction in their practice, we need a better understanding of influences on practising these styles. This study set out to investigate pre-service physical education (PE) teachers' experienced facilitators and challenges of practising motivational interaction.</p>\\n </section>\\n \\n <section>\\n \\n <h3> Design</h3>\\n \\n <p>After a training course that aimed to teach pre-service PE teachers the basic ideas and practical techniques of motivational interaction, 19 participants were interviewed.</p>\\n </section>\\n \\n <section>\\n \\n <h3> Methods</h3>\\n \\n <p>Inductive content analysis was employed to investigate semi-structured interviews.</p>\\n </section>\\n \\n <section>\\n \\n <h3> Results</h3>\\n \\n <p>We developed three categories each including both facilitators and challenges of practising motivational interaction: (1) <i>own style of interaction</i> functioned as a basis for practising and involved (a) <i>confidence in skills and resources</i> as well as (b) <i>reflecting, overcoming and forming habits</i>, (2) <i>regulation of one's own behaviour: autonomy and responsibility</i> involved <i>the</i> freedom to choose and plan how to practise but also bearing responsibility for it, and (3) <i>pursuing authentic interaction</i> related to the search for natural ways to use motivational interaction with others.</p>\\n </section>\\n \\n <section>\\n \\n <h3> Conclusions</h3>\\n \\n <p>We provide suggestions on how future training can make use of this knowledge and systematically make use of behaviour change science to foster practising motivational interaction, for example, using self-regulation strategies and habit-forming/breaking skills.</p>\\n </section>\\n </div>\",\"PeriodicalId\":48161,\"journal\":{\"name\":\"British Journal of Health Psychology\",\"volume\":\"29 4\",\"pages\":\"1064-1079\"},\"PeriodicalIF\":3.5000,\"publicationDate\":\"2024-09-01\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"https://onlinelibrary.wiley.com/doi/epdf/10.1111/bjhp.12751\",\"citationCount\":\"0\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"British Journal of Health Psychology\",\"FirstCategoryId\":\"102\",\"ListUrlMain\":\"https://onlinelibrary.wiley.com/doi/10.1111/bjhp.12751\",\"RegionNum\":2,\"RegionCategory\":\"心理学\",\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"Q1\",\"JCRName\":\"PSYCHOLOGY, CLINICAL\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"British Journal of Health Psychology","FirstCategoryId":"102","ListUrlMain":"https://onlinelibrary.wiley.com/doi/10.1111/bjhp.12751","RegionNum":2,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q1","JCRName":"PSYCHOLOGY, CLINICAL","Score":null,"Total":0}
Experienced facilitators and challenges of practising motivational interaction: How can pre-service physical education teachers adopt more motivational behaviours?
Objectives
Health promotion professionals can contribute to high-quality motivation and sustained health behaviours, for example, physical activity (PA), using motivational interaction with their target groups. However, evidence shows that even after comprehensive training, professionals do not optimally adopt motivational counselling styles. To improve efforts to help professionals take up and sustain motivational interaction in their practice, we need a better understanding of influences on practising these styles. This study set out to investigate pre-service physical education (PE) teachers' experienced facilitators and challenges of practising motivational interaction.
Design
After a training course that aimed to teach pre-service PE teachers the basic ideas and practical techniques of motivational interaction, 19 participants were interviewed.
Methods
Inductive content analysis was employed to investigate semi-structured interviews.
Results
We developed three categories each including both facilitators and challenges of practising motivational interaction: (1) own style of interaction functioned as a basis for practising and involved (a) confidence in skills and resources as well as (b) reflecting, overcoming and forming habits, (2) regulation of one's own behaviour: autonomy and responsibility involved the freedom to choose and plan how to practise but also bearing responsibility for it, and (3) pursuing authentic interaction related to the search for natural ways to use motivational interaction with others.
Conclusions
We provide suggestions on how future training can make use of this knowledge and systematically make use of behaviour change science to foster practising motivational interaction, for example, using self-regulation strategies and habit-forming/breaking skills.
期刊介绍:
The focus of the British Journal of Health Psychology is to publish original research on various aspects of psychology that are related to health, health-related behavior, and illness throughout a person's life. The journal specifically seeks articles that are based on health psychology theory or discuss theoretical matters within the field.