Effects of Sport Education Model on Meaningful Experiences in Physical Education and (De)Motivating Teaching Approaches
Bibliographic Data
| ID | 22048889 |
|---|---|
| Authors | Zilia Villafaña-Samper (0009-0003-6879-8813, Universidad de Zaragoza), Diego Esteban-Torres (0009-0005-6811-7218, Universidad de Zaragoza, corresponding author), Lorién Capablo-Jal (Universidad de Zaragoza), Javier García-Cazorla (0000-0001-8245-349X, Universidad de Valladolid), Carlos Mayo-Rota (0000-0002-4869-6698, Universidad de Zaragoza), Luis García-González (0000-0001-8115-0649, Universidad de Zaragoza) |
| Year | 2026 |
| Volume | 16 |
| Issue | 1 |
| Pages | 60 |
| Publication date | 2026-01-01 |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Education Sciences (JOURNAL) |
| Journal identifiers | ISSN: 2227-7102 • E-ISSN: 2227-7102 |
| Publisher | MDPI AG (PUBLISHER • IT) |
| DOI | 10.3390/educsci16010060 |
| OpenAlex | W7117975358 |
| Language | EN |
| References cited | 44 |
This study aimed to examine the effects of a basketball teaching unit based on the Sport Education Model on students’ meaningful experiences in Physical Education and their perceptions of (de)motivating teaching approaches used by their Physical Education teachers. A total of 102 secondary school students (49 girls; Mage = 13.66, SD = 0.72) participated in a pre-experimental, single group pretest-posttest design. Students completed the Meaningful Physical Education Scale and the Situation-in-School-Physical Education questionnaire before and after an eight-session intervention implemented by a pre-service teacher. Data were analyzed using mixed 2 (Time: pre, post) × 2 (Sex: male, female) MANOVAs and follow-up ANOVAs. The multivariate analyses revealed no significant overall Time × Sex interaction effects for either meaningful PE dimensions or (de)motivating teaching approaches. At the univariate level, significant improvements were observed in social interaction and challenge dimensions of meaningful PE, along with increased perceptions of autonomy-supportive and structuring teaching approaches and reduced controlling and awaiting approaches. However, univariate analyses showed specific sex-related differences: boys reported greater improvements in fun, challenge, and personally relevant learning, whereas girls perceived their teacher as displaying more clarifying behaviors. These findings suggest that the Sport Education Model fosters meaningful and motivating learning environments for both sexes, though the nature of these improvements may vary slightly between boys and girls
Basketball · Multivariate analysis · Perception · Physical education · Structuring · Teaching method · Univariate · Motivation and Self-Concept in Sports · Physical Education and Pedagogy · Youth Development and Social Support
Instructional Models in Physical Education
Self-Determination Theory
Models-based practice
Basic psychological need theory
Meaningful Experiences in Physical Education and Youth Sport
Self-determination theory in physical education
A review of research on Sport Education
Sport Education
Fidelity in Models-Based Practice Research in Sport Pedagogy
Toward an integrative and fine-grained insight in motivating and demotivating teaching styles
A rubric for pre-service teachers to evaluate meaningful physical education
Quantitative insights into meaningful physical education in Spain
Self-determination theory applied to physical education
In the shoes of young adolescent girls
The effect of the Sport Education Model on basic needs, intrinsic motivation and prosocial attitudes
A focus on the how of meaningful physical education in primary schools
Students’ perceptions of physical education teachers’ (de)motivating styles via the circumplex approach
It’s how PE should be!’
Motivational processes in Sport Education programs among high school students
The impact of a hybrid Sport Education–Invasion Games Competence Model soccer unit on students’ decision making, skill execution and overall game performance
Relación de los motivos de práctica deportiva en adolescentes con la percepción de competencia, imagen corporal y hábitos saludables
It's not a linear thing; there are a lot of intersecting circles
Is high teacher directiveness always negative? Associations with students’ motivational outcomes in physical education
| Highly cited | No |
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