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One of the main goals for physical education is to develop the students’ moral and ethical domain, where sportsmanship promotion is considered a key curricular component to tackle the achievement of this goal. This research aims to examine the influence of sport education on sportsmanship orientations in high school students. The participants were 148 (52.70% female; Mage = 17.04, SDage = 0.99) high school students who were randomized into an experimental group (n = 74), which received 16 basketball lessons under sport education conditions, and a control group (n = 74), which received 16 basketball lessons following a traditional teaching approach. Pre-intervention and post-intervention measures on sportsmanship orientations were collected in both groups. A 2 (time: pre-test and post-test) x 2 (group: Sport Education and Traditional Teaching) multivariate analysis of variance test was performed on the five sportsmanship orientations. The results showed, for time x group interactions, the absence of significant multivariate effects in the level of the five sportsmanship orientations among both groups at pre-test (Pillai’s trace = 0.06, p = 0.145). At post-test, significant multivariate effects were found in the level of each sportsmanship orientation between both groups in favor of the Sport Education group (Pillai’s trace = 0.38, p < 0.001). Furthermore, regarding within-group pre-test to post-test differences, while there were nonsignificant multivariate effects (Pillai’s trace = 0.03, p = 0.469) for the Traditional Teaching group; significant multivariate effects (Pillai’s trace = 0.43, p < 0.001) were found for the Sport Education group, showing an increase in the level of respect for social conventions, respect for rules and referees, and full commitment and respect for opponents. There were also nonsignificant effects across gender (inter-group analysis: Pillai’s trace = 0.08, p = 0.068; time x gender interaction: Pillai’s trace = 0.03, p = 0.497) and after-school sports (inter-group analysis: Pillai’s trace = 0.02, p = 0.776; time x after-school interaction: Pillai’s trace = 0.01, p = 0.981). In conclusion, sport education is an effective pedagogical model to be taken into consideration by physical education teachers in order to optimally promote the high school student’s moral and ethical education via the development of sportsmanship orientations in the context of school physical education.

The COVID-19 pandemic has altered the educational landscape worldwide. One year after the disease outbreak, blended learning, which combines distance and face-to-face learning, became an alternative to fully online learning to address the demands of ensuring students’ health and education. Physical education teachers faced an additional challenge, given the experiential nature of their subject, but research on teachers’ perspectives is scarce. This study aims to explore high school physical education teachers’ perceptions of the potential, advantages, and disadvantages of the blended learning model of instruction. An online survey was used to register the views of 174 Spanish high school physical education teachers (120 men and 54 women). The main findings revealed that physical education teachers considered that blended learning, compared with full face-to-face learning, implied a work overload, worsened social relationships, and did not help to increase students’ motivation. Likewise, most teachers considered the physical activity performed by students during the blended learning period as being lower than usual. Furthermore, teachers reported that the students from lower-income families were the ones that experienced a lack of technological means the most. These results may guide both present and future policies and procedures for blended physical education. More research is needed to analyze the usefulness of blended learning in high school physical education.

Background: Although athletes’ experiences of autonomy, competence, and relatedness play in key role in their motivation, performance-related outcomes, and wellness, there is no evidence to date on measures of autonomy, competence, and relatedness in the Romanian sport context. Building upon self-determination theory, the objective of this research was to adapt the Need Satisfaction and Frustration Scale and analyze its psychometric properties in the Romanian sport context. Methods: The participants were 642 professional athletes (354 males and 288 females; Mage = 22.81, SD = 5.78) who competed at the international and/or national level. Results: The results from confirmatory factor analyses psychometrically supported a six-factor correlated model, which was invariant across gender, age, and sport. Convergent validity was met by average variance extracted values between 0.60 and 0.74. Discriminant validity was underpinned by values from −0.72 to 0.72 for a heterotrait–monotrait ratio of correlations among the six factors. Reliability was endorsed by Cronbach’s alpha scores between 0.75 and 0.89, and between 0.76 and 0.89 for Raykov’s composite reliability coefficient. Criterion validity was supported by positive relationships of autonomy, competence, and relatedness satisfaction to autonomous motivation, and positive associations of autonomy, competence, and relatedness frustration with controlled motivation and amotivation. Conclusions: The Need Satisfaction and Frustration Scale is shown to be a valid and reliable measure of need satisfaction and frustration in professional Romanian athletes.

Background and aimsThe study explored the mediating role of forms of passion in the relationship between motivational regulations in exercise and exercise addiction (EA).MethodsA total of 485 university students (368 males and 117 females; Mage = 20.43, SD = 3.21) completed a questionnaire measuring the frequency and intensity of exercise, motivational regulations in exercise, passion for exercise, and EA. Controlling the effects of age, frequency, and intensity of practice, the relationships between the study variables were examined though a path analysis.ResultsBoth self-determined and non-self-determined forms of motivation showed positive association with EA. The forms of motivation with greatest predictive power for EA were introjected and integrated regulations. Both forms of motivation had positive direct and indirect effects through obsessive passion (OP) on EA; however, integrated regulation also showed negative indirect effects through harmonious passion on EA.ConclusionsBoth forms of passion and, especially, OP, seem to affect how motivational regulations are associated with EA. These findings clarify the association found in previous studies between self-determined forms of motivation and EA.

Based on the self-determination theory (Deci and Ryan, 1985, 2000), the purpose of this study was to examine the effects of exercise goal contents on exercise addiction, taking into account the mediating effects of passion for exercise. A total of 384 university students (284 men and 100 women; Mage = 20.31, SD = 3.10) completed a questionnaire that measured exercise frequency and intensity, exercise goal contents (e.g. intrinsic: social affiliation, health management, skill development; extrinsic: image and social recognition), passion for exercise (e.g. harmonious and obsessive), and exercise addiction. After controlling the exercise frequency and intensity effects, results showed that goal contents did not directly predict exercise addiction. However, mediation analysis showed that goal contents predicted addiction through passion for exercise. These results support a motivational sequence in which extrinsic versus intrinsic goals influence exercise addiction because such goals are positively associated with obsessive passion for exercise and negatively associated with harmonious passion.