Effects in Physical Education on motivation, behavioral regulation, and psychological needs: hybridizing TGfU and PSR by gender
DOI:
https://doi.org/10.47197/retos.v74.117273Keywords:
PE hybridization, social and personal competence, teaching games for understanding, self-determined motivationAbstract
Introduction: The integration of the Teaching Games for Understanding (TGfU) and Personal and Social Responsibility (PSR) models in Physical Education (PE) represents an innovative pedagogical approach. The hybrid PE–TGfU–PSR model fosters tactical-sport learning through modified games while fostering mutual respect, cooperation, and social skills. Grounded in Self-Determination Theory (SDT), the model emphasizes that satisfying students’ basic psychological needs (BPN)—autonomy, competence, and relatedness— is crucial for sustaining intrinsic imotivation in physical activity.
Objective: The purporse of this study was to examine the impact of a hybrid TGfU-PSR methodology on motivation, behavioral regulation and BPN in Primary and Secondary Education centers in the Autonomous Community of Madrid (2024–2025).
Methodology: A quantitative, descriptive, and longitudinal design was used with n = 1,480 students, mean age = 12.1 ± 1.42, with two assessments throughout the school year (M1 and M2). The instruments applied were the BREQ-3 (Behavioral Regulation in Exercise Questionnaire) and the PNPE (Psychological Needs in Physical Education) scale.
Discussion: Results indicated statistically significant improvements in intrinsic, integrated, and identified regulation in female students, with no notable gender differences in introjected, external regulation, or amotivation. Significant gains were also observed in autonomy, competence, and relatedness dimensions, supporting the effectiveness of the hybrid approach.
Conclusion: The hybrid TGfU-PSR model positively impatcs students’ motivational and socioemotional outcomes in PE, providing an effective strategy to foster inclusive, student-centered learning environments.
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