Effect of Active Pedagogical Models on Basic Psychological Needs and Intention to Do Physical Exercise

Area of Science:

• Physical Education Pedagogy
• Sport Psychology
• Educational Psychology

Background:

• Understanding the impact of teaching strategies on student motivation is crucial for promoting lifelong physical activity.
• Basic psychological needs (autonomy, competence, relatedness) are key drivers of self-determined behavior in physical activity settings.

Purpose of the Study:

• To investigate how the Game-Centered Model and a hybrid model influence basic psychological needs and intention to engage in physical exercise.
• To examine potential gender differences in these outcomes within an alternative invasive sport context.

Main Methods:

• Quasi-experimental design involving 136 primary and secondary students.
• Implementation of Game-Centered and hybrid pedagogical models.
• Validated scales assessed psychological needs and exercise intention; linear mixed models analyzed data.

Main Results:

• Both pedagogical models significantly improved psychological needs and exercise intention.
• The hybrid model led to significantly higher autonomy.
• Boys reported higher levels of relatedness compared to girls.

Conclusions:

• Pedagogical models significantly influence basic psychological needs and intention for physical activity.
• Integrating psychological needs into physical education curricula can enhance self-determined participation and intention to be physically active.