A mixed study on the satisfaction and frustration of the basic psychological needs of Physical Education students in an innovative school

Innovation and quality indicators in education must be aligned with social and educational goals, with participant satisfaction being an important element to consider. Creating learning environments that support the satisfaction of the basic Psychological Needs (BPN) of students is linked to greater intrinsic motivation and greater learning. Therefore, the objective of this research is to analyze the level of satisfaction/frustration of primary and secondary students in a school considered innovative, allowing key elements of said satisfaction and/or frustration to be identified. A mixed study was carried out in a two-phase explanatory sequential design. Gender and educational stage were compared through a NPB satisfaction and frustration scale validated and adapted to PE and a focus group. The results are aligned with the existing literature on the subject, by highlighting the need to pay greater attention to the satisfaction of NPB in the secondary stage, particularly in the female gender as they present lower results in 'Autonomy' and 'Competence'. Strategies must be planned so that students feel comfortable, included and challenged in the process, in order to increase their motivation and, consequently, influence their motor competence. Although the strategies implemented are not completely satisfactory for secondary school students compared to primary school students, they are aware of the relevance of PE for their lives. The presence of friends acts as a motivator, since it contributes to a favorable social climate. Furthermore, innovation is presented as a satisfactory characteristic for the student body. The importance of the mixed design is highlighted mainly because the quantitative results of significance have shown, in this case, effect sizes that must be considered.