Sport Education Model and Motivation in University Physical Education Classes

Michael Mellinger, Rachel Cheek


Self-Determination Theory proposes that human beings have innate psychological needs.[i] This study examined the different types of learning models in physical education courses (a Traditional Teaching Model [N=166] and the Sport-Education Model [N=59]) and how they relate to basic psychological need satisfaction and intentions to participate in future physical activity. Based on the intrinsic motivator relationships, basic psychological need satisfaction was hypothesized to be greater in courses using the Sport Education Model.  Results indicated that students showed moderately higher levels of autonomy and relatedness in the Sport-Education Model courses.  Follow-up analyses revealed that all basic psychological need satisfaction measures had stronger relationships with intentions to engage in future physical activity in the Sport-Education Model courses.

1. Coral Lim and John Wang, “Perceived Autonomy Support Behavioral Regulations in Physical Education and Physical Activity Intention,” Psychology of Sport and Science 10, (2009): 50–52.


Basic Psychological Need Satisfaction, Instruction Styles, Sport Education Model

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