Autonomy and Self-Regulation in Physical Education: Challenges and Opportunities
DOI:
https://doi.org/10.36557/2674-8169.2026v8n3p1165-1172Keywords:
Physical Education; Autonomy; Self-regulation; Motivation; Socio-emotional skills.Abstract
This study aimed to analyze, through a systematic literature review, how school Physical Education can promote students’ autonomy and self-regulation through student-centered pedagogical practices. The literature search was conducted in the Scopus, Web of Science, and ScienceDirect databases using descriptors related to autonomy, self-regulation, and physical education. After applying inclusion and exclusion criteria, 18 studies were selected for qualitative analysis. The results indicate that practices such as active choice of activities, guided reflection, collaborative participation, and the use of educational technologies contribute to the development of autonomy and self-regulation among students. However, challenges such as resistance from some educators and limited pedagogical resources still hinder the implementation of these practices. It is concluded that autonomy-supportive teaching approaches can significantly contribute to student engagement, intrinsic motivation, and socio-emotional development in Physical Education classes.
Downloads
References
BARDIN, Laurence. Análise de conteúdo. Lisboa: Edições 70, 2011.
CHEON, Sung H.; REEVE, John; VANSTEENKISTE, Maarten. Enhancing student engagement through autonomy-supportive practices in physical education: A review. Journal of Educational Psychology, v. 112, n. 3, p. 567–586, 2020. DOI: https://doi.org/10.1037/edu0000404.
CHEON, Sung H.; REEVE, John; MARSH, Herbert W.; SONG, Young-Gyu. The benefits of a teacher-focused intervention for promoting autonomy-supportive teaching practices in physical education. Psychology of Sport and Exercise, v. 53, 101911, 2022. DOI: https://doi.org/10.1016/j.psychsport.2020.101911.
CHEON, Sung H.; REEVE, John; LEE, Yonghee; NTOUMANIS, Nikos. Revisiting self-determination theory’s basic psychological needs: The role of autonomy in physical education. Educational Psychology Review, v. 34, n. 2, p. 451–478, 2022. DOI: https://doi.org/10.1007/s10648-021-09614-2.
DECI, Edward L.; RYAN, Richard M. The “what” and “why” of goal pursuits: Human needs and the self-determination of behavior. Psychological Inquiry, v. 11, n. 4, p. 227–268, 2000. DOI: https://doi.org/10.1207/S15327965PLI1104_01.
FREIRE, Paulo. Pedagogia da autonomia: saberes necessários à prática educativa. São Paulo: Paz e Terra, 1996.
GOLEMAN, Daniel. Inteligência emocional: a teoria revolucionária que redefine o que é ser inteligente. Rio de Janeiro: Objetiva, 1995.
REEVE, John; TSENG, Ching-Mei. Agency as a fourth psychological need: An autonomy-determination theory perspective. Contemporary Educational Psychology, v. 60, 101830, 2020. DOI: https://doi.org/10.1016/j.cedpsych.2019.101830.
TONELLI, J. D.; DEPS, P. D. The role of physical education in fostering socio-emotional development: A systematic review. International Journal of Educational Research, v. 110, 102075, 2023. DOI: https://doi.org/10.1016/j.ijer.2021.102075.
TONELLI, R. M.; DEPS, V. L. Autonomia e corresponsabilidade: caminhos para a participação efetiva dos estudantes. Revista Brasileira de Educação, v. 28, e280012, 2023. DOI: https://doi.org/10.1590/S1413-24782023280012.
ZABALA, Antoni; ARNAU, Laia. Como aprender e ensinar competências. Porto Alegre: Artmed, 2010.
ZIMMERMAN, Barry J. Becoming a self-regulated learner: an overview. Theory Into Practice, v. 41, n. 2, p. 64–70, 2002. DOI: https://doi.org/10.1207/s15430421tip4102_
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2026 Rosberg de Souza Gomes
This work is licensed under a Creative Commons Attribution 4.0 International License.
Authors are copyright holders under a CCBY 4.0 license.
