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How Need-Thwarting Teaching Styles Are Combined for Physical Education Teachers: Differences in Students' Motivational Outcomes.

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Title: How Need-Thwarting Teaching Styles Are Combined for Physical Education Teachers: Differences in Students' Motivational Outcomes.
Authors: García-Cazorla, Javier1 (AUTHOR) j.garcia.cazorla@uva.es, Mayo-Rota, Carlos2 (AUTHOR), Villafaña-Samper, Zilia1,2 (AUTHOR), Esteban-Torres, Diego2 (AUTHOR), García-González, Luis2 (AUTHOR), Abós, Ángel2 (AUTHOR)
Source: Education Sciences. Jan2026, Vol. 16 Issue 1, p108. 18p.
Subject Terms: *Physical education, *Motivation (Psychology), *Teacher training, *Teaching methods, *Psychology of students, Need (Psychology), Latent class analysis (Statistics), Autonomy (Philosophy)
Abstract: 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 (Mage = 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. [ABSTRACT FROM AUTHOR]
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Database: Education Research Complete
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Abstract: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 (Mage = 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. [ABSTRACT FROM AUTHOR]
ISSN:22277102
DOI:10.3390/educsci16010108