Introduction: In the context of Physical Education (PE), supporting basic psychological
needs (BPNs; autonomy, competence, and relatedness) is regarded as essential for fostering
self-determined motivation and promoting pupils’ wellbeing. However, limited evidence
exists regarding how teachers perceive and experience this process in their everyday
practice. This study aimed to explore the perceptions of Primary Education PE teachers
concerning the support they provide for these needs, with a focus on both the strategies
they implement and the meanings they ascribe to them.
Method: A qualitative methodology based on a case study design was adopted, employing
individual semi-structured interviews. Five in-service PE teachers participated in the study, all
of whom were teaching at the Primary Education level in state schools in the Balearic Islands.
Results: The results indicate that the participating teachers perceive themselves as supporting
these needs through a range of pedagogical strategies, albeit with differing levels
of depth. Moreover, tensions were identified between discourse and practice, arising from
organisational structures, pedagogical beliefs, and policy requirements.
Conclusions: The importance of understanding support for BPNs as an evolving ethical and
professional responsibility is emphasised, one that demands collective reflection, distributed
leadership, and institutional conditions conducive to a more motivating and coherent
approach to PE.
