Effects of a hybrid sport education and TGfU unit on pre-service PE teachers' PNB and autonomy

Abstract

As traditional teaching methods in physical education evolve, innovative models are increasingly crucial for enhancing students’ motivation and sense of autonomy. This research aimed to analyse the impact of two teaching units in handball. One was a hybrid SEM/TGfU unit, and the other was a CLA unit. The focus was on assessing their effects on students’ Basic Psychological Needs (BPN) and autonomy support. These models were selected for their proven effectiveness in enhancing motivation and autonomy in physical education, while CLA was included for its focus on task constraints and decision-making. This study provides preliminary evidence that a hybrid SEM/TGfU unit can effectively enhance students’ motivation and satisfaction, leading to notable improvements in autonomy, competence, and perceptions of teacher autonomy support, while no significant differences were observed in relatedness.