Sequential Implementation of Pedagogical Approaches in Novice Teaching: A Pilot Study on Students’ Perceived Teaching Style and Motivational Outcomes

Abstract

Purpose : To analyze how students perceive their PE teacher’s interpersonal style when a structured sequence of pedagogical approaches (student- and teacher-centered) is implemented and to examine whether this intervention leads to motivational outcomes. Method : A preexperimental design with two measurement points was used, involving 58 third-year secondary students ( M age  = 14.02, SD  = 0.22). The intervention comprised three consecutive learning units. Pre–post differences were analyzed using repeated-measures multivariate analyses of variance. Results : Significant increases in autonomy-supportive and structuring teaching styles, with significant reductions in controlling and chaotic teaching styles, were found. Students reported significant improvements in autonomy, competence, and relatedness satisfaction; intrinsic motivation; integrated, identified, and introjected regulation; and intention to be physically active, alongside reductions in autonomy frustration, external regulation, and amotivation. Discussion/Conclusion : A structured pedagogical sequence can enhance students’ motivation and perceptions of teaching in PE, offering preliminary evidence that such sequencing may effectively guide coherent, adaptable, and inclusive instruction.