000165549 001__ 165549
000165549 005__ 20260112132215.0
000165549 0247_ $$2doi$$a10.3390/educsci16010060
000165549 0248_ $$2sideral$$a147121
000165549 037__ $$aART-2026-147121
000165549 041__ $$aeng
000165549 100__ $$0(orcid)0009-0003-6879-8813$$aVillafaña-Samper, Zilia$$uUniversidad de Zaragoza
000165549 245__ $$aEffects of Sport Education Model on Meaningful Experiences in Physical Education and (De)Motivating Teaching Approaches
000165549 260__ $$c2026
000165549 5060_ $$aAccess copy available to the general public$$fUnrestricted
000165549 5203_ $$aThis study aimed to examine the effects of a basketball teaching unit based on the Sport Education Model on students’ meaningful experiences in Physical Education and their perceptions of (de)motivating teaching approaches used by their Physical Education teachers. A total of 102 secondary school students (49 girls; Mage = 13.66, SD = 0.72) participated in a pre-experimental, single group pretest-posttest design. Students completed the Meaningful Physical Education Scale and the Situation-in-School-Physical Education questionnaire before and after an eight-session intervention implemented by a pre-service teacher. Data were analyzed using mixed 2 (Time: pre, post) × 2 (Sex: male, female) MANOVAs and follow-up ANOVAs. The multivariate analyses revealed no significant overall Time × Sex interaction effects for either meaningful PE dimensions or (de)motivating teaching approaches. At the univariate level, significant improvements were observed in social interaction and challenge dimensions of meaningful PE, along with increased perceptions of autonomy-supportive and structuring teaching approaches and reduced controlling and awaiting approaches. However, univariate analyses showed specific sex-related differences: boys reported greater improvements in fun, challenge, and personally relevant learning, whereas girls perceived their teacher as displaying more clarifying behaviors. These findings suggest that the Sport Education Model fosters meaningful and motivating learning environments for both sexes, though the nature of these improvements may vary slightly between boys and girls.
000165549 536__ $$9info:eu-repo/grantAgreement/ES/DGA/S01-24$$9info:eu-repo/grantAgreement/ES/MCIU/FPU23-03297
000165549 540__ $$9info:eu-repo/semantics/openAccess$$aby$$uhttps://creativecommons.org/licenses/by/4.0/deed.es
000165549 655_4 $$ainfo:eu-repo/semantics/article$$vinfo:eu-repo/semantics/publishedVersion
000165549 700__ $$0(orcid)0009-0005-6811-7218$$aEsteban-Torres, Diego$$uUniversidad de Zaragoza
000165549 700__ $$aCapablo-Jal, Lorién
000165549 700__ $$aGarcía-Cazorla, Javier
000165549 700__ $$0(orcid)0000-0002-4869-6698$$aMayo-Rota, Carlos$$uUniversidad de Zaragoza
000165549 700__ $$0(orcid)0000-0001-8115-0649$$aGarcía-González, Luis$$uUniversidad de Zaragoza
000165549 7102_ $$13001$$2187$$aUniversidad de Zaragoza$$bDpto. Expres.Music.Plást.Corp.$$cÁrea Didáctica Expres.Corporal
000165549 773__ $$g16, 1 (2026), 60 [21 pp.]$$tEducation Sciences$$x2227-7102
000165549 8564_ $$s348337$$uhttps://zaguan.unizar.es/record/165549/files/texto_completo.pdf$$yVersión publicada
000165549 8564_ $$s2385829$$uhttps://zaguan.unizar.es/record/165549/files/texto_completo.jpg?subformat=icon$$xicon$$yVersión publicada
000165549 909CO $$ooai:zaguan.unizar.es:165549$$particulos$$pdriver
000165549 951__ $$a2026-01-12-11:09:53
000165549 980__ $$aARTICLE