Objetivo: Analizar el proceso motivacional del profesorado de Educación Física en formación y su influencia sobre el estilo motivacional docente en función del género. Método: Siguiendo un diseño transversal, un total de 502 docentes de Educación Física en formación (i.e., estudiantes de Máster) (M_edad = 25.31; DT = 4.64; 32.1% mujeres), de distintas universidades españolas participaron en el estudio. Resultados: Los profesores en formación reportaron puntuaciones más altas en la satisfacción de competencia, la motivación controlada, la desmotivación, las conductas controladoras y caóticas, y más bajas en las conductas de apoyo a la autonomía que las profesoras. En ambos géneros, la satisfacción de competencia, a través de la motivación autónoma, predijo las conductas participativas y adaptativas, mientras que, la frustración de competencia, a través de la motivación controlada y la desmotivación, predijo las conductas controladoras y caóticas. Conclusión: La satisfacción de competencia del profesorado en formación de Educación Física parece ser un elemento clave para poder desarrollar un proceso motivacional autodeterminado y el uso de unas conductas docentes motivadoras para su futuro alumnado.

Physical Education Teacher Education is crucial, as it directly influences how pre-service Physical Education teachers will teach, motivate, and engage their future students. However, training programs that foster motivating teaching styles while minimizing demotivating ones remain scarce, particularly during initial teacher education. This study presents the protocol for a non-randomized controlled trial evaluating a motivational-based training program for pre-service Physical Education teachers, grounded in Self-Determination Theory and the circumplex model. The program, embedded in a Master’s in Physical Education Teacher Education, consists of theoretical and practical training to foster motivating teaching styles and minimize demotivating ones. The study will involve at least 38 pre-service teachers, divided into an experimental group (n = 19) and a control group (n = 19). The experimental group will participate in a 14-hour training program combining theoretical and practical components. The control group will follow the standard Physical Education Teacher Education curriculum. A quasi-experimental pre-post design with a mixed-methods approach will be used. Quantitative assessments will measure changes in perceived competence, motivation for teaching, and (de)motivating teaching styles, while qualitative focus groups will provide in-depth insights into participants’ experiences and program applicability. To ensure objectivity, independent researchers will conduct assessments, and external experts will moderate the focus groups. Findings will contribute empirical evidence on the effectiveness of Self-Determination Theory-based interventions in initial teacher education, informing curriculum development and supporting the advancement of evidence-based pedagogical training in Physical Education.Clinical trial registration: ClinicalTrials.gov, identifier NCT06924554.

Based on Self-Determination Theory, a recent theory in the educational context introduces an integrative and detailed circumplex model that categorizes teaching styles into eight (de)motivating approaches, depending on their level of directiveness and support or threat to students’ needs. However, the evidence so far on how high directiveness approaches (i.e., guiding, clarifying, demanding, domineering) is limited regarding its potential connection to various (mal)adaptive outcomes in Physical Education, given that Physical Education teachers can adopt different high directiveness approaches for optimal classroom management. The present study aims to examine the differential impact of high directiveness leadership: structuring style (i.e., guiding and clarifying) versus controlling style (i.e., demanding and domineering), on students’ affective outcomes (i.e., enjoyment and boredom). A convenience sample of 697 students (51% girls; Mage = 14.52; SD = 1.45), aged between 12 and 17 years, participated in this cross-sectional study. The results show that enjoyment during Physical Education lessons was positively and significantly predicted by the guiding and clarifying approaches. In contrast, boredom was negatively and significantly predicted by the guiding approach, while the domineering approach positively and significantly predicted boredom. The results emphasized the importance of Physical Education teachers adopting structuring approaches (i.e., guiding and clarifying) and avoiding controlling approaches (i.e., demanding and domineering) to promote adaptive affective outcomes in students.

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 está dirigido a Educadores/a Físico-Deportivos/a, abordando diversas temáticas relacionadas con la acción docente a partir de evidencias científicas recientes. Se examinan tanto los estilos de enseñanza (productivos y reproductivos) como las destrezas docentes (información inicial, feedback o retroalimentación, organización y control del grupo, y gestión del tiempo de práctica) como medios para mejorar el proceso de enseñanza-aprendizaje. Además, se proponen distintas estrategias motivacionales y didácticas para mejorar la motivación de los estudiantes o deportistas, logrando así beneficios como el aprendizaje o la adherencia físico-deportiva. Estos conceptos se fundamentan en la teoría de metas de logro y la teoría de la autodeterminación. En sus últimas páginas, este libro también aborda el modelo comprensivo de enseñanza de deportiva, en contraste con el modelo técnico o tradicional. A lo largo del texto, se incluyen numerosos ejemplos basados en evidencias científicas, permitiendo a los/as profesionales Educadores Físico-Deportivos/as aplicarlos en su práctica cotidiana