Do the benefits from autonomy-supportive PE teacher training programs endure?: A one-year follow-up investigation

An earlier study (Cheon, Reeve, & Moon, 2012) showed wide-ranging benefits from a training program designed to help teachers be more autonomy-supportive toward students during PE instruction. The present study collected a follow-up data set to determine whether those earlier-observed benefits endured one year later. We used an experimentally-based 3-wave longitudinal design. The experimental group consisted of 8 PE teachers from the original...