Rey Juan Carlos University, Madrid, Spain.
Different systematic reviews have claimed that students taught via TGfU are more autonomously motivated in PE lessons (Harvey & Jarrett, 2014; Miller, 2015; Stolz & Pill, 2014). In this sense, we can establish the following question: How can we satisfy these three needs by using TGfU in PE? In terms of competence, the PE teacher can design authentic learning tasks based on TGfU pedagogical principles (e.g., representation, exaggeration, and tactical complexity) to adapt to students’ needs and levels of competence. For example, in basketball smaller formats such as 1 vs. 1 or 2 vs. 2 and 3 vs. 3 can be used to increase the students’ game involvement. Numerical superiority (e.g., 2 vs. 1 and 3 vs. 2) tasks can also be presented so that tactical complexity was increased based on the developmental progression of the students. Moreover, modification exaggeration principle can be employed by PE teacher to modify game rules to emphasize specific tactical learning objectives and help students learn the tactics and strategies of game play in tandem with technique development. Related to autonomy, the PE teacher can employ questioning to facilitate the exchange of ideas among group members. Thus, for example, students can be empowered to solve specific tactical problems with the teacher providing additional support when needed to help facilitate students’ learning. Even so, it should be noted that the provision of greater autonomy support to students by teachers within units of TGfU must be continuous and progressive throughout the duration of the unit to foster a teaching–learning process that encourages personal effort and progress. Finally, and regarding relatedness, questioning can be also a relevant strategy to stimulate within-group exchanges and the discussion of ideas among group members to solve tactical problems in collaboration with peers, which can potentially increase students’ sense of unity and engagement in cooperative group dynamics. In this learning environment, students work in small groups and the PE teacher stepped back to observe the group discussions, providing them with positive feedback, and prompting them with more questions (Harvey & Light, 2015).
In short, it can be noted that TGfU is a decisive and effective strategy to empower needs-supportive behavior from PE, and consequently, generate positive dispositions in the students, which are strongly related to enjoyment and autonomous motivation.
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