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

(1) This study examined the influence of pedagogical models and gender on basic psychological needs and intention to engage in physical exercise during the teaching of an alternative invasive sport. (2) Participants were 136 students from the fifth and sixth grades of Primary Education and the first grade of Secondary Education (M = 11.36; SD = 1.04). Two programs were implemented per grade: one following the Game-Centered Model, and another based on a hybrid model combining the Game-Centered Model and the Sports Education Model. Autonomy, competence, and relatedness were assessed using the Basic Psychological Needs in Physical Exercise Scale, while exercise intention was evaluated with the Intentionality to Be Physically Active Scale. Psychometric properties were verified through confirmatory factor analysis, Cronbach's alpha, mean variance extracted, and composite reliability. Descriptive and inferential analyses were conducted using the linear mixed model and Bonferroni's post hoc test. (3) Both pedagogical models improved all variables. The hybrid model yielded significantly higher autonomy. Gender differences were observed in relatedness, with boys reporting greater values. (4) The pedagogical models used favor the satisfaction of basic psychological needs and exercise intention. Teachers should integrate psychological needs into programs for improvements in intention to be physically active, positively impacting self-determined participation.