Meaningful physical education versus autonomy support: effects on self-determined motivation and affectivity during a fitness unit

Background The assessment of physical fitness (PF) has traditionally formed part of Physical Education (PE). However, PF testing in schools has generated debate, with critics highlighting negative impacts on students' motivation and self-concept when testing is conducted in isolation, and advocates pointing to its role in tracking progress and informing instruction. This study positions two pedagogical approaches within this debate: Meaningful PE, which emphasises personally relevant, enjoyable, and socially engaging learning through six key features supported by democratic and reflective pedagogies; and Autonomy Support (AS), which applies self-determination theory to foster student choice, rationale provision, and non-controlling communication. We examined the effects of these approaches when integrated into PF units.Material and method Ninety-two students (M = 14.75 years; SD = 0.58) from the third and fourth year of secondary education from two schools were divided into two groups (Meaningful PE group, n = 48 and AS group, n = 44). A quasi-experimental design with pre-test and post-test measures was used.Results Repeated measures ANOVAs taking time as a within-subject factor, and group and gender as between-subject factors, revealed significant factor x group interactions in identified regulation, external regulation, amotivation, self-determination index (SDI) and negative affect in favour of the Meaningful PE group. No factor x gender interactions were found. Intergroup MANOVA(s) showed that, at pre-test, the Meaningful PE group reported higher intrinsic motivation, introjected regulation, and autonomy, while the AS group reported higher physical attractiveness. At post-test, the Meaningful PE group reported higher intrinsic motivation, identified regulation, introjected regulation, and SDI, whereas the AS group reported higher negative affect. Irrespective of the intervention, most variables reflected higher levels in males.Impact statement Embedding Meaningful PE within PF units appears to foster more self-determined motivational profiles and reduce negative affect compared to approaches based on AS. These findings align with scholarship highlighting that pedagogical coherence, personal relevance, and meaningful engagement are central to students' motivational and affective responses to PF tasks. Framing fitness assessment within broader educational goals, rather than as isolated performance measures, may help address longstanding motivational concerns associated with PF in PE. The results underscore that the educational value of PF is not inherent to the content itself, but contingent upon the pedagogical framework through which it is enacted. From an educational perspective, these findings provide PE teachers with evidence-based guidance to implement meaningful, student-centred fitness practices that enhance motivation, reduce negative affect, and promote inclusive experiences.