Investigating instructor credibility and autonomy support: A case of physical education graduate teaching assistants

Literature is robust in discussing the contributions of physical education on higher education and the impact on students, alumni, institutions, and society. The environment in higher education physical education settings vary from institution to institution due to how the programs are implemented. For example, graduate teaching assistants serve as lead instructors for some programs in lieu of full-time faculty. Some institutions also require physical activity courses to earn a baccalaureate degree, while others offer physical activity courses as an elective. Environments vary but there is a common objective of most higher education physical activity programs: to promote lifelong healthy habits. With a similar objective and varying environments, it is essential to understand the experiences and perspectives of graduate teaching instructors serving as lead instructors in order to understand if programs are succeeding in promoting lifelong healthy habits. The purpose of the study was to assess instructor credibility and the promotion of autonomy from the experiences and perspectives of graduate teaching assistant instructors in physical activity courses with supporting evidence from the students enrolled in their classes. Scholarship is clear that higher source credibility correlates with greater persuasive effectiveness and increased learning. Researchers also guide one through the notion that the promotion of autonomous motivation inside the classroom leads to increased autonomous motivation outside of the classroom related to the same or similar activities. A constructivist framework and case study methodology were deployed in an effort to truly understand how GTAs perceive they are supporting student autonomy and displaying credibility. The setting of this study included a large public university in the southern United States that has graduate teaching assistants serving as lead instructors for physical activity courses. Participants for the study included six graduate students that served as lead instructors for the physical activity program. Additionally, the students enrolled in the GTAs classes completed an autonomy support and credibility survey. The results of data analysis produced the following emergent themes: 1) displaying compassion, 2) feedback from students, 3) importance of management, and 4) communication with students. Each theme had corresponding sub-themes.