doi:10.1016/j.tate.2025.105003engDiloy-Peña, SergioGarcía-González, LuisHaerens, LeenDe Cocker, KatrienBurgueño, RafaelAbós, ÁngelExploring (de-)motivating teaching profiles from a fine-grained directiveness approach: Differences in students’ need-based experiencesART-2025-143628The aim was to examine how structuring and controlling approaches (high directiveness), and autonomy-supportive and chaotic approaches (low directiveness) were combined and related to students’ needs in physical education. In a sample of 1124 secondary school students, this cross-sectional study conducted two sets of profile analyses, respectively for high and low directiveness, were conducted. The latent profile analyses (LPA) revealed four high-directiveness profiles, with “very high structure-very high control” being the most adaptive and “low structure–low control” the most maladaptive in terms of need-based experiences. Four low directiveness profiles were identified, with “very high autonomy support-very low chaos” being the most adaptive and “low autonomy support-moderate chaos” the most maladaptive.2025http://zaguan.unizar.es/record/15316210.1016/j.tate.2025.105003http://zaguan.unizar.es/record/153162oai:zaguan.unizar.es:153162info:eu-repo/grantAgreement/ES/DGA/S01-24TEACHING AND TEACHER EDUCATION 159 (2025), 105003 [12 pp.]by-nc-ndhttps://creativecommons.org/licenses/by-nc-nd/4.0/deed.esinfo:eu-repo/semantics/embargoedAccess