Grounded in self-determination theory, an integrative and fine-grained circumplex model, based on teachers’ autonomy support, structure, control, and chaos, has been proposed. The present study aimed to examine possible differences in students’ perceptions of physical education (PE) teachers’ motivating and demotivating styles and the eight different approaches, respectively, regarding students’ socio-demographic variables, and different affective, cognitive, and behavioral outcomes. A sample of 669 Spanish secondary students aged 12–17 years (mean age ( M_age) = 14.65; standard deviation ( SD) = 1.47; 52% girls) participated in this cross-sectional study. Boys reported significantly higher values in the chaotic style and the domineering approach than girls. Second- and third-cycle students (Year 10, Year 11, and Year 12) reported significantly higher values in autonomy-supportive and structuring styles, and significantly lower values in the domineering approach than first-cycle students (Year 8 and Year 9). Second-cycle students (Year 10 and Year 11) reported significantly higher values in the demanding approach than first-cycle students (Year 8 and Year 9). Third-cycle students (Year 12) reported significantly lower values in the awaiting approach than the first-cycle students (Year 8 and Year 9). Finally, as a whole, students who reported positive experiences in PE, high learning, and high intention to participate in physical activity reported significantly higher values in autonomy-supportive and structuring styles, as well as the demanding approach, and significantly lower values in the chaotic style. The results highlight the importance of PE teachers adopting motivating styles and avoiding demotivating styles, especially with boys and lower grade levels, to promote meaningful experiences in PE and an active lifestyle.

Building upon the circumplex approach to (de)motivating styles defined by self-determination theory, this research aimed: (a) to analyse the extent to which physical education (PE) teachers’ (de)motivating teaching approaches differ across gender, school level, and years of teaching experience, and (b) to test paths from PE teachers’ need-based experiences to their (de)motivating teaching approaches, via motivation quality. A purposive and cross-sectional sample of 667 Spanish PE teachers (63.7% male; 54.7% primary; mean teaching experience = 10.77 years) participated. The overall results found that male, secondary school, and more experienced teachers scored lower on autonomy-supportive approaches, and higher on controlling and chaotic approaches. The findings also showed that, after controlling for gender, school level, and teaching experience, need satisfaction showed a direct significant effect on autonomous motivation and an indirect effect on participative, attuning, guiding, and clarifying approaches via autonomous motivation. Need frustration showed a direct significant effect on controlled motivation and amotivation and an indirect effect on demanding, domineering, abandoning, and awaiting approaches via controlled motivation and amotivation. Another noteworthy result is the positive relationship between need satisfaction and controlled motivation. Our results underscore the role that PE teachers’ personal traits play in the adaptive motivational mechanisms underlying their variety of (de)motivating approaches to PE teaching.

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.

In most self-determination theory (SDT) research, improving (de)motivating teaching styles provides numerous benefits for students and teachers, although there is less evidence of the latter. Although the recent circumplex model provides a fine-grained picture of the different (de)motivating teaching styles (i.e., autonomy support, structure, control, and chaos) that physical education (PE) teachers can use in their lessons, no previous motivational training programs have been based on this model. Moreover, all SDT-training programs have been implemented through different group sessions, but individual sessions have not been delivered. This study outlines the protocol of a motivational training program, derived from the circumplex model, designed to enhance motivating teaching styles (and prevent or decrease demotivating teaching styles) among PE teachers. Consequently, this program seeks to improve motivational variables and influence (mal)adaptive outcomes in both teachers and students. A randomised controlled trial design with a mixed-method approach. At least 16 secondary PE teachers will be assigned to either an experimental group or a control group, together with some of their students. The training program comprises four face-to-face group sessions and two follow-up sessions (one individual and one group session). PE teachers will learn how to support autonomy and provide structure, as well as to be less controlling and chaotic towards students. Over approximately five months, teachers will implement these motivational strategies during their PE classes. Different (de)motivating teaching styles, motivational variables, and (mal)adaptive outcomes will be assessed in both PE teachers and their students at three distinct points: before the training program (T1), during the intervention (T2), and at the end of the intervention (T3). Additionally, two discussion groups involving all experimental PE teachers will be held (one following the training program and another at the end of the intervention). The results from this study could be useful for developing motivational training programs for in-service PE teachers.Clinical trial registration: ClinicalTrials.gov, identifier [NTC06479369].

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.