Physical Education Teachers’ Perceptions of Support for Basic Psychological Needs in Primary Education

Abstract

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.