000165183 001__ 165183 000165183 005__ 20251219174251.0 000165183 0247_ $$2doi$$a10.1080/17408989.2025.2475175 000165183 0248_ $$2sideral$$a143102 000165183 037__ $$aART-2025-143102 000165183 041__ $$aeng 000165183 100__ $$0(orcid)0000-0001-8245-349X$$aGarcía Cazorla, Javier$$uUniversidad de Zaragoza 000165183 245__ $$aDoes it matter whether physical education teachers combine structure with autonomy support rather than control? Differences in motivation for teaching and work-related outcomes 000165183 260__ $$c2025 000165183 5060_ $$aAccess copy available to the general public$$fUnrestricted 000165183 5203_ $$aBackground In the Physical Education (PE) lesson, structure is crucial, as its impact on students can vary depending on how the PE teacher combine it with other (de)motivating teaching styles, leading to either positive or negative outcomes. The circumplex approach to (de)motivating teaching sustains that PE teachers may combine the provision of structure in their lessons, with autonomy support and/or control, as structure is positioned in between. However, how these three teaching styles are combined has not been empirically examined via a person-centered approach so far. Purpose This study aims, therefore, to identify (de)motivating teaching profiles using structuring, autonomy-supportive, and controlling approaches, and to examine which profile is more (mal)adaptive in terms of teachers’ motivation to teach, job satisfaction, and professional performance. Method In a sample of 640 PE teachers (Mage = 36.70 ± 7.87; 63% male), four profiles were identified: 1 = ‘highly structuring – highly autonomy-supportive – lowly controlling’, 2 = ‘highly structuring – highly autonomy-supportive – highly controlling’, 3 = ‘moderately structuring – moderately autonomy-supportive – lowly controlling’, and 4 = ‘moderately structuring – lowly autonomy-supportive – moderately controlling’. Results Results showed that PE teachers providing structure in combination with predominantly autonomy-supportive teaching (i.e. profile 1), in general, reported the most adaptive pattern of motivation to teach and, consequently, achieved better work-related outcomes, such as job satisfaction and professional performance. The opposite was true for PE teachers who provide structure in combination with controlling teaching (i.e. profile 4). Between profiles 2 and 3, differences were less clear, except for controlled motivation, which was higher in profile 2, characterized by high levels of control. Conclusions Thus, it seems important to develop high-quality motivation for teaching, as it is closely linked to need-supportive teaching styles, and ultimately, to greater job satisfaction and professional performance. Likewise, findings also point toward the risks of providing control, especially in its predominant format, but also, yet to a lesser extent, when combined with needs support. 000165183 536__ $$9info:eu-repo/grantAgreement/ES/DGA/S01-24 000165183 540__ $$9info:eu-repo/semantics/embargoedAccess$$aby-nc-nd$$uhttps://creativecommons.org/licenses/by-nc-nd/4.0/deed.es 000165183 655_4 $$ainfo:eu-repo/semantics/article$$vinfo:eu-repo/semantics/acceptedVersion 000165183 700__ $$0(orcid)0000-0002-1543-5109$$aAbós, Ángel$$uUniversidad de Zaragoza 000165183 700__ $$aHaerens, Leen 000165183 700__ $$aDe Cocker, Katrien 000165183 700__ $$aBurgueño, Rafael 000165183 700__ $$0(orcid)0000-0001-8115-0649$$aGarcía-González, Luis$$uUniversidad de Zaragoza 000165183 7102_ $$13001$$2187$$aUniversidad de Zaragoza$$bDpto. Expres.Music.Plást.Corp.$$cÁrea Didáctica Expres.Corporal 000165183 773__ $$pPHYS EDUC SPORT PEDA$$tPhysical Education and Sport Pedagogy$$x1740-8989 000165183 8564_ $$s1781964$$uhttps://zaguan.unizar.es/record/165183/files/texto_completo.pdf$$yPostprint$$zinfo:eu-repo/date/embargoEnd/2026-09-06 000165183 8564_ $$s1319036$$uhttps://zaguan.unizar.es/record/165183/files/texto_completo.jpg?subformat=icon$$xicon$$yPostprint$$zinfo:eu-repo/date/embargoEnd/2026-09-06 000165183 909CO $$ooai:zaguan.unizar.es:165183$$particulos$$pdriver 000165183 951__ $$a2025-12-19-14:42:35 000165183 980__ $$aARTICLE