Relationships between Transformational Leadership of the Teacher and Optimal Experiences of Adolescents in Physical Education: A Systematic Review
Abstract
Physical activity is essential for young people's physical, mental, and social development, making it crucial during adolescence. Previous studies have demonstrated multiple benefits of physical activity, including improvements in cardiovascular health, promoting teamwork, social skills, and leadership, as well as reducing anxiety and stress levels. In the school context of physical education, the leadership style of teachers, particularly transformational leadership, is critical for students' positive experiences with physical activity. This type of leadership, which is based on idealized influence, inspirational motivation, intellectual stimulation, and individualized consideration, can motivate students and foster optimal experiences in physical education. The systematic review was registered in PROSPERO and conducted following the PRISMA statement. The quality of the studies was assessed using the PEDro scale and the STROBE checklists for critical evaluation. Inclusion criteria were studies involving healthy adolescents aged 11 to 18, written in English or Spanish. The databases used were Web of Science, Scopus, PubMed, Dialnet, and Redalyc. Initially, 1824 studies were identified, and after applying inclusion and exclusion criteria, 6 articles were included in the final synthesis. The results highlight that students with transformational teachers show greater participation and enjoyment of physical activities, both inside and outside of school. The dimensions of transformational leadership, such as inspirational motivation and individualized consideration, seem particularly influential in motivating and engaging students in physical education classes. These findings underscore the importance of promoting transformational leadership styles in the educational context to enhance students' experiences and outcomes in physical education.
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