Design, apply and evaluation of hybrid units in Physical Education: A study based on self-determination theory

Abstract

The purpose of this study was to examine the effects of a hybrid sport education / teaching games for understanding (SE/TGfU) on variables related to self-determination theory, as well as to make an analysis according to the gender of the students. Participants were 41 secondary school students (M_age = 12.78, SD = 0.69), who were taught through a hybrid SE/TGfU unit of 15 lessons. The structure of this unit was designed according to the characteristics of SE model, while learning tasks were designed using the pedagogical principles of TGfU model. Both self-reported validated questionnaires and focus groups were used before and after intervention to assess students’ motivational responses. A 2 x 2 within-test time (pre-test and post-test) x gender (boys and girls) MANOVA was conducted for data analysis. After the hybrid SE/TGfU unit, both quantitative and qualitative findings showed improvements in students’ perceptions of need-support from the physical education teacher, basic psychological needs satisfaction, novelty, autonomous motivation, and intention to be physically active, compared to baseline values. The use of hybrid SE/TGfU units promotes an inclusive and equitable learning environment where all students have opportunities to improve their motivational outcomes, regardless of their gender.