Grounded in the circumplex model, this study examined how need-thwarting teaching styles, control and chaos, are combined by Physical Education teachers (as perceived by students) and how these combinations differ in relation to students’ basic psychological needs and motivational outcomes within (experiences and perceived learning) and outside (intention to be physically active) the Physical Education context. A total of 431 Spanish secondary school students (M_age = 14.92; 53% girls) participated. Latent profile analysis identified three profiles: (1) high control—moderate chaos (35%), (2) moderate control—high chaos (9%), and (3) high demanding—low chaos (56%). Mean comparisons revealed that students in the “high demanding—low chaos” profile reported the most adaptive outcomes, including greater autonomy and competence satisfaction, more positive Physical Education experiences, higher perceived learning, and stronger intentions to be physically active. Conversely, the “moderate control—high chaos” profile was linked to the most maladaptive outcomes, characterized by greater basic psychological needs frustration and poorer experiences, learning, and physical activity intentions. The “high control—moderate chaos” profile yielded intermediate results. Overall, findings indicate that chaotic teaching, especially in its abandoning form, was associated with the worst quality of students’ motivation, while a demanding approach may be comparatively less harmful but still detrimental. Teacher training should therefore reduce controlling and chaotic practices and foster autonomy support and structure.

Este libro aborda diferentes estrategias motivacionales docentes específicamente diseñadas para docentes de Educación Secundaria. Estas estrategias surgen del proyecto I+D+i denominado “Evaluación y optimización de las conductas docentes en Educación Física para mejorar los procesos motivacionales y niveles de Actividad Física del alumnado (Proyecto EFyAF)”. Es un proyecto enmarcado dentro de los proyectos de Generación de Conocimiento. En el contexto de este proyecto, se diseñó e implementó un programa formativo para docentes de Educación Secundaria, donde se desarrollaron y probaron las estrategias que se detallan en este libro, demostrando su efectividad y utilidad, así como sus efectos positivos en los estudiantes.

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; M_age = 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.

Esta investigación plantea una intervención en educación física, basada en estrategias docentes propias de la Teoría de la Autodeterminación y la Teoría de Metas de Logro, con el objetivo de potenciar la práctica de actividad física y el desarrollo de las inteligencias múltiples en estudiantes de 5º y 6º de Educación Primaria. La muestra del estudio está formada por 230 estudiantes, 88 participantes del grupo control y 142 participantes del grupo experimental. Se han empleado los cuestionarios Enkid y FITNESSGRAM para medir la actividad física, el cuestionario de apoyo a las necesidades psicológicas básicas, el cuestionario de motivación en educación física y el cuestionario de inteligencias múltiples. Los resultados muestran que la práctica de actividad física se relaciona positivamente con las necesidades psicológicas básicas, con la motivación intrínseca e identificada y con algunas inteligencias como la lingüística, matemática, corporal e interpersonal. Finalmente, una vez terminada la intervención, el alumnado del grupo experimental presenta mayores niveles en la práctica de AF, en la necesidad de autonomía, en la motivación intrínseca, así como en las inteligencias corporal-kinestésica y musical en comparación con los estudiantes del grupo control.

Students’ motivation is a key factor influencing their engagement, participation, and learning experiences in Physical Education (PE). Self-Determination Theory (SDT) provides a useful framework for understanding how students’ motivation is shaped by the satisfaction or frustration of the basic psychological needs for autonomy, competence, and relatedness. Within this perspective, teachers play a central role, as their motivational behaviors can either support or undermine these needs and, consequently, influence the quality of students’ motivation. In recent years, the integration of digital technologies into PE has created new opportunities to enhance teaching practices and learning experiences. Tools such as wearable devices, mobile applications, and performance-tracking systems can provide real-time and valuable information about students’ activity patterns and progress, enabling more interactive and personalized learning environments. However, the motivational value of these technologies depends largely on how they are pedagogically integrated into teaching practices. Grounded in SDT and drawing on recent research on motivational teaching strategies, this chapter presents practical, technology-supported strategies to enhance students’ autonomy, competence, and relatedness in PE. Through illustrative examples and practical considerations, it shows how technological resources can help teachers implement need-supportive practices and foster more autonomous forms of motivation among students.

La satisfacción y la frustración de las necesidades psicológicas básicas (NPB) de autonomía, competencia y relación social se han asociado con diversas