The Interplay of Structuring and Controlling Teaching Styles in Physical Education and Its Impact on Students’ Motivation and Engagement

Abstract

Background: Teaching style has a significant influence on students’ learning outcomes. This study focused on identifying teaching profiles in Physical Education characterized by high directiveness, using structure and control behaviors that impact students’ outcomes, basic psychological needs (BPN), and engagement. It was based on the circumplex model and self-determination theory (SDT) and intended to explore how these styles affect students’ motivation and engagement. Methods: A cluster-based methodological design was applied, evaluating teachers through self-reports. Adapted measures of structure and control were used to classify teachers into four distinct profiles within the educational context of Physical Education. Results: The study identified three teaching profiles: ‘high structure–low control’, ‘high structure–high control’, ‘low structure–low control’, and ‘low structure–high control’. The ‘high structure–low control’ profile showed the best results in autonomous and controlled motivation, with greater behavioral engagement among students. In contrast, the ‘high structure–high control’ profile was associated with higher levels of demotivation. Conclusions: Teaching styles of structure and control can combine in various ways among Physical Education teachers, significantly influencing student motivation, satisfaction of basic psychological needs, and engagement. It is recommended that teachers adopt behaviors that support structure without becoming controlling to enhance student learning and participation in classes.

Keywords

• teaching styles
• motivation
• circumplex model
• basic psychological needs
• cluster analysis