Effectiveness of Innovative Pedagogical Approaches to Increasing Learners’ Motivation for Physical Education Lessons

Abstract

A decline in learners’ motivation for physical education in adolescence remains a persistent challenge in modern education, underlying the search for effective pedagogical solutions. The purpose of this study is to evaluate the effectiveness of a set of innovative pedagogical approaches aimed at increasing learners’ autonomous motivation during physical education lessons. The study relied on experimental design to assess the proposed approaches efficacy, along with psychometric testing to measure motivational and psychological indicators, pedagogical observation to monitor behavioral engagement and implementation fidelity as well as statistical analysis. ANOVA with repeated measurements was utilized to evaluate changes over time and bootstrap mediation analysis was applied to examine the mechanism of influence through satisfying basic psychological needs. The results demonstrated a significant increase in autonomous motivation in the experimental group (Δ = +0.63 vs. +0.14; p < 0.001; d = 0.89), as well as elevated satisfaction of basic psychological needs (ηp² up to 0.164) and a higher participation index (+1.50 vs. +0.40; p < 0.001). Mediation analysis supported the interpretation that satisfaction of basic psychological needs may partly explain the association between the intervention and increases in autonomous motivation (ab = 0.24; 95% CI [0.13; 0.36]). It is concluded that integrating innovative pedagogical approaches into the structure of physical education lessons produces a comprehensive impact on both motivational and behavioral indicators in learners. The scientific novelty of the study is due to empirical validation of the mediation mechanism linking the pedagogical environment to learners’ motivation. It is expedient that future research perspectives delve into examining the intervention’s long-term effects as well as the role of learners’ individual characteristics.