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.

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.

The high rate of physical inactivity during adolescence makes physical education a key context for promoting healthy habits. In this process, teachers play an essential role through the motivational styles they use in their classes. Based on Self-Determination Theory and the circumplex model, this study aimed to analyze which (de)motivating teaching styles influence students’ autonomy and competence satisfaction and frustration, and how these variables predict their intention to be physically active. A cross-sectional design was used, with a sample of 260 students aged between 12 and 18 (Mage = 14.54; SD = 1.28; 51.5% girls). The findings highlighted the importance of need-supportive strategies, especially participative behaviours, and avoiding need-thwarting strategies, such as demanding, domineering, and abandoning behaviours, to facilitate students’ competence satisfaction and to prevent autonomy frustration, which conduce to a more active lifestyle for students. Therefore, it is essential to train teachers in participative behaviours and minimize the use of need thwarting behaviours, given the effect they have on students’ intention to be physically active.

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.