Both groups made significant improvements in their knowledge of the game as well as their skill.

The interview data provide repeated references that suggest the clear majority of students from both classes enjoyed their unit, regardless of the way it was taught.

SE students expressed an increased feeling of ownership and commitment to the process as well as increased feeling of being part of a team.

Significant improvement of four of the five sportsmanship orientations (i.e., respect for social conventions, respect for rules and referees, full commitment, and respect for opponents) after a SE season.

SE significantly improved the levels of autonomy, competence and relatedness need satisfaction in the inter-group analysis and in the intra-group analysis.

SE group increased significantly in intrinsic motivation, identified regulation and decreased amotivation, external regulation

TT group increased in external regulation and amotivation and decreased in intrinsic motivation and identified regulation

Significant improvements in competency for SE group; TT group decreased.

Increased in autonomy and relatedness for both groups but not significantly.

Significant improvements in intrinsic motivation in the SE group.

Although changes were not found to be significant for the other variables: slight improvements were noted in self-determination and identified regulation in the SE group; small changes were observed in the satisfaction- enjoyment and need thwarting of competence variables in the SE group.

Students in the TT and SE groups increased their physical self-concept from initial to final tests, but not significantly.

Although both groups improved significantly their technical performance from pretest to posttest, the SE classes outperformed the TT classes in both technique and skill execution.

Only the SE group made significant improvements in content knowledge.

SE group with higher increases than TT group; significant differences between both models (TT group with small improves).

SE group made significant improvements on team cohesion after the course; all post-test scores were higher than those for the TT group;

TT group did not notice significant improvements on team cohesion or any subscale.

SE group presented more significant improvements in some indicators of social competence and social acceptance among peers than those obtained with the TT.

SE group had significant improvements in the affective component of subjective well-being and a reduction in anxiety.

Students in the MA unit spent slightly more than the recommended 50% of lesson time in moderate to vigorous physical activity (MVPA) while the pupils in the SE unit did not approach this level.

Significant increases in autonomy, competence and relatedness.

Significant increases in friendship.

Significant increases in performance-avoidance goals.

Significant increases in social conventions, rules and officials, and opponent.

Increased but not significantly in performance avoidance-goals, in friendship avoidance.

Increased significantly in rules and officials, but not significantly in social conventions and opponent.

Increased significantly (less than SE group) in autonomy and competence (not in relatedness)

Significant knowledge improvements in both instructional approaches irrespective of students’ gender and skill level.

SE students of both genders and skill levels improved significantly in all events.

Direct Instruction group presented significant improvements but limited to boys and students of higher skill level.

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

Significant differences between groups for relatedness, with significant improvements for SE group

There were no differences in the need for autonomy and competence.

Both groups presented decreases on these variables, from pre- to post-test.

Significant differences on the self-determination index between groups, with higher improvements for students in SE group.

Significant differences between groups for relatedness, with significant improvements for SE group.

Lack of significant differences between groups for autonomy and competence;

TT group presented increases only on competence.

Engagement within the SE provided amotivated students with an increased opportunity to engage in higher levels of physical activity.

No significant difference between models for technical performance (SE group increased in all skills, TT group did not in setting skill).

No significant difference between models for knowledge and game involvement (both variables increased).

Significant differences between models for game performance with increases for SE but decreases for TT.

Sedentary PA levels were significantly higher in the DI group.

Light and moderate PA levels were significantly higher in the SE group.

Increased values for SE group in friendship-approach and friendship-avoidance goals

In the DI group, only girls increased significantly in friendship-avoidance goals.

Significant gains in both study groups for game performance, but larger in the SE group.

GB-HIIT is effective in modifying the body composition of primary school children. However, the methodology used to implement the GB-HIIT program (SE or TT) had no impact on the findings.

Significant difference 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 the SE condition.

No significant differences between conditions on interest/enjoyment, effort/importance, pressure/tension, ego orientation, or performance climate.

Compared with the TT group, SE participants had a statistically significant increase in self-determined motivation toward PE, satisfaction toward sport, physical self-concept, relatedness with others, cooperative learning, classroom climate, sportspersonship, autonomy and acquisition of habits (autonomy support, and the intention to be physically active).

Students who participated in the SE condition experienced significantly greater improvements in the number of PACER laps when compared to the TT group. In addition, students in this same condition significantly decreased their one-mile run time during their enrolment in this course.

Students in the SE curriculum group reported significantly higher postintervention enjoyment and perceived effort than those taught with the TT.

SE participants reported greater increases in perceived effort and enjoyment than did the students taught within the TT.

Limited support for the direct transfer of motivation from a sport education program to increases in leisure-time physical activity behavior.

Both classes (SE and TT) made significant improvements in their skills, while SE students made more progress in forehand drive and serve than TT students did.