As an alternative to the direct instructional model, Metzler proposed a range of pedagogical models that include second generation models such as teaching games for understanding (TGfU) and sport education (SE). These pedagogical models have key design features that can promote high levels of autonomous motivation for both boys and girls. Consequently, the purpose of this study was to investigate the motivational outcomes of elementary boys and girls as they participated in an invasion game unit through two pedagogical models: a hybrid TGfU/SE unit or a direct instruction unit. Participants were 292 elementary school students (mean age = 10.41, standard deviation age = 0.49), who were taught through a hybrid TGfU/SE unit or a more traditional teacher-centred format within a pre-intervention/post-intervention quasi-experimental design. The hybrid unit was designed according to the characteristics of SE, while learning tasks were designed to integrate the pedagogical principles of TGfU. A 2 (pedagogical model) × 2 (test-time) × 2 (gender) multivariate analysis of variance was performed to detect between-groups and within-group differences. Significant differences in student motivation were observed for both boys and girls who participated in the hybrid TGfU/SE unit in both analyses across all motivational outcomes. Despite the existence of social stereotypes in terms of physical activity, teachers’ use of hybrid TGfU/SE units promotes an autonomy-supportive, inclusive, and equitable learning environment where all students, regardless of their gender and/or content focus of the unit and have opportunities to increase their engagement, enjoyment, and social interactions within physical education lessons.

作为直接教学模型的替代方法，Metzler提出了一系列教学模型，其中包括第二代模型，例如理解游戏教学（TGfU）和体育教育（SE）。这些教学模型具有关键的设计功能，可以促进男孩和女孩的高度自主动机。因此，本研究的目的是通过两个教学模型：混合型TGfU / SE单元或直接指导单元，研究基本男孩和女孩在参加入侵游戏单元时的动机结果。参与者为292名小学生（平均年龄= 10.41，标准差年龄= 0.49），他们是在干预前/干预后的准实验设计中通过混合TGfU / SE单元或更传统的以教师为中心的格式进行教学的。根据SE的特点设计了混合单元，同时设计了学习任务以整合TGfU的教学原理。进行了2（教学模型）×2（测试时间）×2（性别）的多变量方差分析，以检测组间和组内差异。在所有动机结果的两项分析中，参与混合TGfU / SE单元的男孩和女孩的学生动机均存在显着差异。尽管存在关于体育活动的社会定型观念，但教师使用混合式TGfU / SE单元仍可促进自主性，包容性和公平的学习环境，所有学生，无论其性别和/或内容的重点是什么，有机会增加他们的参与度，享受度，