From theory to practice: A quasi-experimental study on the effects of a training program on the (de)motivating teaching styles of pre-service physical education teachers

Background During the Physical Education Teacher Education Master's program, pre-service teachers begin to shape their (de)motivating teaching styles. Although research with in-service teachers shows that improving these styles enhances students' motivation and learning, little is known about how they are developed during initial teacher education. Aims Grounded in Self-Determination Theory and the circumplex model, this study examined the effects of a training program designed to improve motivating teaching styles while reducing demotivating ones. Samples Two natural cohorts of pre-service Physical Education teachers. An experimental group ( n = 28; M age = 22.96; SD = 1.45; 21.4% female) that received the training and a control group ( n = 25; M age = 23.80; SD = 2.25; 36.0% female) that followed the standard education. Method A quasi-experimental mixed-method design was implemented. The experimental group was assessed at three time points (T1/T2/T3), and the control group at two (T1/T3). Results Between-group differences emerged only for clarifying, which showed a more favorable evolution in the experimental group. Within-group analyses indicated partial and non-uniform changes. Prior to the practicum, the participative approach increased, while demanding and domineering decreased. After the practicum, these changes were not sustained, returning to baseline. Additionally, clarifying and guiding approaches improved across the program, and awaiting declined after the practicum, while attuning and abandoning remained stable. Qualitative findings corroborated these trends, revealing the potential and challenges of applying autonomy-supportive strategies in authentic contexts. Conclusions The results highlight the need for sustained support during practicum, stronger school-university collaboration, and practicum mentor involvement to consolidate lasting motivating teaching approaches.