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Abstract
Grounded in self-determination theory and achievement goal theory, this quasi-experimental study evaluated the effectiveness of a teaching intervention programme to improve predisposition towards physical education based on developing a task-oriented motivational climate and supporting basic psychological needs. The final sample consisted of 35 secondary education students, aged 15–17 (M age = 15.35, SD = 0.49), divided into two groups: control (n = 15) and experimental (n = 20). The intervention programme was applied in the experimental group to 12 acrosport unit lessons based on motivational strategies by means of TARGET areas (i.e. Task, authority, recognition, grouping, evaluation and time). Firstly, the experimental group obtained significantly higher values in perceived support of the basic psychological needs and in the perceived task-oriented motivational climate in the acrosport unit. Secondly, this intervention was effective in generating a significant increase in predisposition towards physical education in the experimental group. Noteworthy is the need to generate interventions in different content areas that may improve students’ predisposition towards physical education, which could contribute to them adopting a more active lifestyle.
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