Student teachers’ use of instructional choice in physical education

Ping Xiang, Ron E. McBride, Zan Gao

Research output: Contribution to journalArticlepeer-review

8 Scopus citations


Guided by self-determination theory and research on teacher beliefs, we examined student teachers’ (STs) use of instructional choices in teaching physical education classes. Participants included 131 STs (52 men and 79 women) from a major university in the United States. STs completed questionnaires assessing three types of instructional choices (cognitive, organizational, and procedural) they provided and their rationale for providing their students with choices. The STs reported they gave students cognitive, organizational, and procedural choices. They firmly believed instructional choice promotes students’ motivation, autonomy, and engagement in physical education. They also believed teachers should consider factors such as student characteristics and the beneficial effects when implementing choice in their classes.

Original languageEnglish (US)
Pages (from-to)482-490
Number of pages9
JournalResearch Quarterly for Exercise and Sport
Issue number3
StatePublished - Sep 2011
Externally publishedYes


  • Preservice teacher beliefs
  • Self-determination theory


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