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Effects of a Sport Education Model-Based Teaching Intervention on Students’ Behavioral and Motivational Outcomes within the Physical Education Setting in the COVID-19 Scenario

Author

Listed:
  • Evelia Franco

    (Departament of Education, Research and Evaluation Methods, Faculty of Social and Human Sciences, Universidad Pontificia Comillas, 28049 Madrid, Spain)

  • Carlota Tovar

    (Social Sciences Applied to Physical Activity, Sport and Leissure Department, Faculty of Physical Activity and Sports Sciences—INEF, Universidad Politécnica de Madrid, 28040 Madrid, Spain)

  • Alba González-Peño

    (Departament of Education, Research and Evaluation Methods, Faculty of Social and Human Sciences, Universidad Pontificia Comillas, 28049 Madrid, Spain
    Social Sciences Applied to Physical Activity, Sport and Leissure Department, Faculty of Physical Activity and Sports Sciences—INEF, Universidad Politécnica de Madrid, 28040 Madrid, Spain)

  • Javier Coterón

    (Social Sciences Applied to Physical Activity, Sport and Leissure Department, Faculty of Physical Activity and Sports Sciences—INEF, Universidad Politécnica de Madrid, 28040 Madrid, Spain)

Abstract

The sport education model (SEM) has been suggested to have a positive impact on students’ motivational processes within the physical education setting. However, there is no evidence about how this methodology can affect such processes in the unconventional scenario provoked by the COVID-19 pandemic. The aim of the present study was to analyze the effect of a SEM-based teaching intervention on students’ basic psychological needs (BPN), intrinsic motivation, and behavioral engagement in physical education. For this purpose, a quasi-experimental study was carried out in which two groups of secondary students (M age = 14.61, SD = 0.5) were taught a basketball unit following either the SEM or traditional teaching. Previously validated questionnaires were administered both before and after the intervention. The results showed that students following the SEM methodology significantly improved their autonomy satisfaction (MPre = 3.09 vs. Mpost = 3.63), competence satisfaction (Mpre = 3.48 vs. Mpost = 4.17), and relatedness satisfaction (MPre = 3.79 vs. MPost = 4.43), as well as their behavioral engagement (MPre = 4.05 vs. MPost = 4.48), while students in the control group reported lower relatedness satisfaction after (M = 3.54) than before (M = 4.13) the intervention. This study thus contributes to the understanding of how teaching in a COVID-19 scenario has affected students’ motivational responses, and interesting implications for the current situation are provided.

Suggested Citation

  • Evelia Franco & Carlota Tovar & Alba González-Peño & Javier Coterón, 2021. "Effects of a Sport Education Model-Based Teaching Intervention on Students’ Behavioral and Motivational Outcomes within the Physical Education Setting in the COVID-19 Scenario," Sustainability, MDPI, vol. 13(22), pages 1-15, November.
    • Handle: RePEc:gam:jsusta:v:13:y:2021:i:22:p:12468-:d:677028
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    References listed on IDEAS

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    1. Cristiana Bessa & Peter Hastie & António Rosado & Isabel Mesquita, 2021. "Sport Education and Traditional Teaching: Influence on Students’ Empowerment and Self-Confidence in High School Physical Education Classes," Sustainability, MDPI, vol. 13(2), pages 1-14, January.
    2. Ricardo Cuevas-Campos & Juan Gregorio Fernández-Bustos & David González-Cutre & Andrea Hernández-Martínez, 2020. "Need Satisfaction and Need Thwarting in Physical Education and Intention to be Physically Active," Sustainability, MDPI, vol. 12(18), pages 1-14, September.
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    Cited by:

    1. Chen Liao & Liying Nong & Yu-Feng Wu & Yu-Tai Wu & Jian-Hong Ye, 2023. "The Relationships between University Students’ Physical Activity Needs, Involvement, Flow Experience and Sustainable Well-Being in the Post-Pandemic Era," Sustainability, MDPI, vol. 15(11), pages 1-17, May.
    2. Alba González-Peño & Evelia Franco & Laura Martín-Hoz & Javier Coterón, 2023. "An Individualized Training Program for PE Teachers Based on Self-Determination Theory as a Way to Improve Students’ Psychosocial Health: A Study Protocol," IJERPH, MDPI, vol. 20(16), pages 1-10, August.

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