Greater emphasis on social skills;

SE is inclusive and promotes gender equity and enjoyment for students in physical education.

SE promoted a growing sense of ownership, cooperation, compliance, leadership, teamwork, peer support and equity.

Potential for gender marginalization.

Students’ physical self-concept and their ability to handle the stress from failure in PE were increased by the confidence- enhancing strategies used during the SE season;

Positive developments in students’ social and emotional skills.

SE developed a greater feeling of community among their team;

Differences between groups were explained by the increased membership and feelings of belonging in SE.

Preference for responsibility expressed by female students

Team work was achieved through cooperative learning methods;

SE encouraged the development of the most self-determined regulations of motivation (intrinsic motivation and identified regulation) in teaching-learning process in school setting, which could arouse the interest of students for regular practice of sport in free time.

SE developed a greater feeling enthusiasm and engagement;

Drawings revealed that students developed the sense of affiliation and satisfaction.

Students referred greater feelings of satisfaction, enthusiasm and engagement.

The SE improved the Social Climate Classroom in the Primary sample object of study, favors the integration and teamwork, the students’ engagement and fair-play.

-SE increased the socialization due to increased interaction time;

Students spoke of cooperating, working as a team, learning to trust each other, fair-play and inclusion;

Facilitation of enjoyment within the SEM

Students who took referees roles viewed their refereeing as a positive experience with responsibility’ improvements.

Greater inclusion of less able students

Less teacher-dependent;

The pupils became valued team members and the more able pupils helped the less able to ensure the success of the team;

The pupils who took responsibility within the lesson became more involved in the learning process and demonstrated a strong sense of ownership and generally seemed more motivated and determined to succeed;

Pupils valued acceptable codes of behavior for competition.

Improvements in the autonomy and satisfaction of the competence in the SE group;

Emphasized the suitability of the SEM to improve the satisfaction of psychological basic needs in PE.

Significant improvements in intrinsic motivation in the SE group;

Emphasized the suitability of the SEM to improve self-determined behaviors in PE;

Changes were also observed in the satisfaction- enjoyment.

PTs found SE more attractive due to its compatibility with their occupational socialization and its cultural advantages;

PTs perceived that pupils “really enjoyed competition and games and being in a team”.

Improvements in Game Involvement in the second (handball) and third (football) seasons;

Students’ Game Involvement scores of handball and football were significantly higher than their scores while playing basketball;

The opportunity for an extended engagement in game-play activities and prolonged membership of students in the same teams throughout three consecutive seasons of SE were key to the outcomes found.

Data produced 11 themes: responsibility, learning and roles, enjoyment, teaching, competition, cooperation and novelty, friendship, affiliation and transfer.

The hybridization of the two pedagogical models seemed to help increase both social and personal responsibility and to provide students with meaningful sporting experiences.

SE was shown to be a useful instructional model for improving a variable (assertiveness) directly related to personal and social responsibility. Group and team were key aspects when differences were significant.

Significant differences were found in increasing positive friends among the components of each team;

High levels of students’ engagement and responsibility to the performance of their duties both as referees and statisticians.

Students showed significant improvements in autonomy and enjoyment;

Students valued the empowerment by the teacher to solve specific tactical problems.

SE improved the inclusion;

Students revealed high levels of motivation and highlighted the affiliation.

Had considerable ownership and responsibility for what occurred at different stages of the program;

Helped establish realistic goals for the program;

Were valued members of a team;

Had an opportunity to share responsibility for and fully participate in all aspects of sport;

Were involved in decision making;

Were in situations where their presence and contributions were valued.

Revealed enthusiasm for competition

Promoted successful inclusion of lower skilled student.

High levels of student engagement with both playing and non-playing roles;

Student preference for responsibility and persistent team membership;

Students showed high levels of enthusiasm during their duty roles.

The hybrid model was effective in facilitating personal responsibility, student empowerment and problem-solving;

Given the many opportunities to solve problems, the students were able to demonstrate a high degree of personal responsibility.

Consistent student perception of a mastery climate across all phases of the season;

Students’ perception of increased autonomy throughout the intervention;

The intervention caused improvements in engagement, satisfaction and perceived competence.

Students of both genders and skill levels spent most of their lesson time actively engaged in motor tasks.

Students demonstrated significant competence in the officiating and coaching roles associated with the season.

Students commented that they found the season to be particularly interesting, that they enjoyed having student coaches and that they developed significant team affiliation.

Not only did the students show high levels of compliance with the attentional requirements of these roles, they also stated that officiating was enjoyable and ‘interesting’ but made unusual demands on students

Formalized fair-play accountability system within formal competition phase increased compliance, reduced negative peer interactions and increased instances of leadership.

The opportunity to become affiliated with a team was an attractive feature of the pupils’ PE experience and that, under the framework of SE, there was an obvious investment made by the students in relation to their sense of identity and involvement as members of a persisting group.

Students found the model to be fun and entertaining and developed the sense of affiliation and membership of a team.

Students’ perceptions of increased autonomy.

SE seems to offer more advantages to develop achievement and social goals, as well as sportsmanship, of adolescents in PE.

SE groups showed significant increases in friendship goals;

SE groups reported improvements in autonomy,

Regarding fair play, significant improvements were also found in those groups that experienced SE.

Data analysis resulted in three major categories: part of the team, learning and enjoyment.

The hybridization of SE and TPSR seems to be a powerful tool for including students with disabilities in PE, helping them and their classmates connect in and out of class.

Many students without a disability highlighted the importance of cooperative learning in this experience.

Optimal behavior of the psychological variables of this study after the SE intervention;

Perception of autonomy of young athletes increased throughout the intervention;

Intrinsic and extrinsic motivation scores also showed no change from pre-post-SE.

The intervention program based on SE had a positive impact on improvement of swimming skill, and a more optimal motivational climate.

Four key themes emerged:

(1) winning as a primary agenda; (2) a strong focus on affiliation and festivity; and (3) minimal representation of roles and responsibilities, (4) engagement.

Development of competent, literate and enthusiastic sportspersons;

Sense of autonomy, promoted by the balance between competition and inclusion, which also promoted literacy;

The enthusiasm was fostered by the interrelationship between the dynamics in cooperative work and the motivational climate generated having significant impact on students’ engagement in practice.

SE promoted contact with peers from a variety of social groups and this provided an opportunity for these pupils to become affiliated to peers in ‘higher’ social groups and provided opportunities for pupils

to exert their position in the social hierarchy to influence the PE culture.

Amotivated students in SEM perceived higher levels of enjoyment and satisfaction than students taught by the traditional approach.

There was no difference in the need for autonomy and competence.

Changes in self-determination for students engaged in the SEM;

Implementation of the SEM may be utilized as a means for supporting students’ social connectedness and motivation to engage in sport-based activities.

The features of team affiliation and a holistic game-play evaluation facilitated changes to amotivated students' perceptions of a sport-based physical education class.

Structural aspects of SE assisted in facilitating movement along the self-determined continuum;

Students attributed being on a team throughout each season and implementation of a fair-play evaluation facilitated the sense of inclusion.

SE can deliver positive products for the class climate as well as for a student’s personal and social skill development in a primary school setting.

Enhanced levels of cooperation with peers, and a determination to be more equitable in participation during practice and play;

Students felt more included and motivated, and understood that they had developed skills for working cooperatively with others;

Enhanced feelings of motivation and inclusion.

Players affiliated within their teams, enjoyed having autonomy, responsibilities, had ‘fun’, enjoyed and spoke passionately about the experience;

Players valued the chance to make decisions and be responsible for their own actions.

Students enjoyed being part of a team and developed a strong sense of belonging;

During officiating, students were concerned about not giving an advantage to any particular team;

Fun was derived from being part of the team and from the authentic competition;

Students reported increased levels of responsibility and decision-making during the season.

SE had more mastery-oriented and less performance-oriented teacher behaviors.

The objective motivational climate of skill practice and practice competition phase had more of a mastery-oriented climate.

Transformation of students into more active learners through team autonomy and problem solving within the team;

The smaller teams with few roles appeared to lead to higher engagement, especially for less skillful students.

Difference were found between the conditions on changes in perceived competence, task orientation, and mastery climate, with the traditional condition decreasing significantly from pre- to post-test compared with SE.

Participating in a disability sport was found to be favorable amongst the students;

Students expressed an interest in further disability sport experiences as part of their regular PE curriculum.

Fair-Play instruction was effective in increasing students’ active participation, and in decreasing waiting time for all participants;

students enjoyed participating in the study because they had fun with that.

Autonomy supportive curriculum models, such as SE, may have the potential to facilitate transfer of motivation and participation in PA from a physical education to an extracurricular context.

Increases in SE student enjoyment and perceived effort;

Perceptions of task involving climate explained increases in student motivational indices.