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Effects of Sport Education Model on Meaningful Experiences in Physical Education and (De)Motivating Teaching Approaches.

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Title: Effects of Sport Education Model on Meaningful Experiences in Physical Education and (De)Motivating Teaching Approaches.
Authors: Villafaña-Samper, Zilia1 (AUTHOR), Esteban-Torres, Diego2 (AUTHOR) d.esteban@unizar.es, Capablo-Jal, Lorién3 (AUTHOR), García-Cazorla, Javier4 (AUTHOR), Mayo-Rota, Carlos1 (AUTHOR), García-González, Luis1,2 (AUTHOR)
Source: Education Sciences. Jan2026, Vol. 16 Issue 1, p60. 21p.
Subject Terms: *Physical education, *Motivation (Psychology), *Sports instruction, *Secondary school students, *Teaching methods, Gender differences (Sociology), Basketball
Abstract: 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. [ABSTRACT FROM AUTHOR]
Copyright of Education Sciences is the property of MDPI and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Education Research Complete
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Header DbId: ehh
DbLabel: Education Research Complete
An: 191261178
AccessLevel: 6
PubType: Academic Journal
PubTypeId: academicJournal
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  Data: Effects of Sport Education Model on Meaningful Experiences in Physical Education and (De)Motivating Teaching Approaches.
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  Data: <searchLink fieldCode="AR" term="%22Villafaña-Samper%2C+Zilia%22">Villafaña-Samper, Zilia</searchLink><relatesTo>1</relatesTo> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Esteban-Torres%2C+Diego%22">Esteban-Torres, Diego</searchLink><relatesTo>2</relatesTo> (AUTHOR)<i> d.esteban@unizar.es</i><br /><searchLink fieldCode="AR" term="%22Capablo-Jal%2C+Lorién%22">Capablo-Jal, Lorién</searchLink><relatesTo>3</relatesTo> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22García-Cazorla%2C+Javier%22">García-Cazorla, Javier</searchLink><relatesTo>4</relatesTo> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Mayo-Rota%2C+Carlos%22">Mayo-Rota, Carlos</searchLink><relatesTo>1</relatesTo> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22García-González%2C+Luis%22">García-González, Luis</searchLink><relatesTo>1,2</relatesTo> (AUTHOR)
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  Data: <searchLink fieldCode="JN" term="%22Education+Sciences%22">Education Sciences</searchLink>. Jan2026, Vol. 16 Issue 1, p60. 21p.
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  Data: *<searchLink fieldCode="DE" term="%22Physical+education%22">Physical education</searchLink><br />*<searchLink fieldCode="DE" term="%22Motivation+%28Psychology%29%22">Motivation (Psychology)</searchLink><br />*<searchLink fieldCode="DE" term="%22Sports+instruction%22">Sports instruction</searchLink><br />*<searchLink fieldCode="DE" term="%22Secondary+school+students%22">Secondary school students</searchLink><br />*<searchLink fieldCode="DE" term="%22Teaching+methods%22">Teaching methods</searchLink><br /><searchLink fieldCode="DE" term="%22Gender+differences+%28Sociology%29%22">Gender differences (Sociology)</searchLink><br /><searchLink fieldCode="DE" term="%22Basketball%22">Basketball</searchLink>
– Name: Abstract
  Label: Abstract
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  Data: 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. [ABSTRACT FROM AUTHOR]
– Name: AbstractSuppliedCopyright
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  Data: <i>Copyright of Education Sciences is the property of MDPI and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
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        Value: 10.3390/educsci16010060
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      – SubjectFull: Sports instruction
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              Text: Jan2026
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              Y: 2026
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