The combined effect of learning model and teaching style spectrum on student satisfaction in Physical Education learning

Introduction: Student satisfaction in physical education is achieved when teachers apply appropriate teaching approaches that meet student needs. Objective: This study explored student satisfaction through two innovative models, teaching games for understanding and project-based learning, with productive and reproductive teaching styles. Methodology: A quasi-experimental design with five groups was employed, involving 81 elementary school students aged 12–13 years from four schools in Salatiga. Data were collected using a pretest and a posttest with a sports satisfaction instrument, and analyzed using ANOVA. Results: The results showed that teaching games for understanding with a reproductive style (p = 0.006) and productive style (p = 0.041) significantly increased student satisfaction. Similarly, project-based learning with a reproductive style (p = 0.031) and productive style (p = 0.002) also had a positive effect, while conventional learning methods did not show a significant increase (p = 0.12). Among the tested approaches, project-based learning with a reproductive style had the most substantial impact on student satisfaction, followed by teaching games for understanding with a productive style. Discussion: These findings indicate that combining teaching games for understanding and project-based learning with different spectrum teaching styles can foster student autonomy, creativity, and social interaction. Such approaches enhance intrinsic motivation, self-confidence, and engagement in learning, offering more meaningful experiences than conventional teacher-centered methods. Conclusions: student-centered pedagogical models in physical education are more effective in promoting satisfaction, and project-based learning with a reproductive style emerged as the most influential approach.