Can Pedagogical Models Promote Students’ Basic Psychological Needs in Physical Education? A Systematic Review and Meta-Analysis

ABSTRACT

The Self-Determination Theory argues that individuals are optimally motivated when their three Basic Psychological Needs (BPNs) are satisfied, which can be influenced by the learning environment created by the teachers. Student-centered frameworks are permeating worldwide. Thus, the study aimed to evaluate the effects of pedagogical models-based interventions in the promotion of students’ BPNs. Four databases were searched, and twenty-five articles were retrieved. It was found that most programs had a positive impact on the students’ BPNs, but they also uncovered interventions with no effects and a few with mixed results. The present review provides information not only to understand the effects of pedagogical models on the students’ BPNs, but also to recognize the elements that could increase the success of future intervention programs.

KEYWORDS:

• Competence
• autonomy
• relatedness
• motivation
• physical activity

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Disclosure statement

No potential conflict of interest was reported by the author(s).

Supplementary material

Supplemental data for this article can be accessed online at https://doi.org/10.1080/00336297.2024.2316146

Correction Statement

This article was originally published with errors, which have now been corrected in the online version. Please see Correction (http://doi.org/10.1080/00336297.2024.2331410)

Additional information

Funding

This work was supported by the Ministerio de Universidades [FPU21/02826].