ArticleFrontiers in psychology2026
Effects of task-based teaching on middle school students' motivation in physical education: a quasi-experimental study based on self-determination theory.
Article in Frontiers in psychology, 2026. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Not yet cited in PubMed.
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Abstract
This study adopted self-determination theory as the theoretical framework and used a quasi-experimental design to examine the effects of task-based teaching on middle school students' basic psychological needs satisfaction and motivation in basketball learning. A total of 102 eighth-grade students from a junior high school in Qingdao were randomly assigned to a task-based teaching group, a traditional teaching group, and a blank control group, with a 6-week teaching intervention. Results showed that task-based teaching significantly improved students' autonomy, competence, and relatedness (all large effects). It also significantly enhanced intrinsic motivation and identified regulation while reducing amotivation, leading to a more adaptive motivational profile. Correlational analyses indicated that autonomy was the core predictor of motivational internalization and reduced amotivation. These findings confirm that task-based teaching effectively enhances the quality of students' motivation in physical education by satisfying basic psychological needs, with no significant gender differences.
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