Author(s): VICENTE, T., RIC, A., LACASA, E., TORRENTS, C., PRÁXEDES, A., Institution: UNIVERSITAT DE LLEIDA, Country: SPAIN, Abstract-ID: 1934

Introduction
Football education programmes grounded in non-linear pedagogy (NLP) [1] have shown potential for skill acquisition, while their impact on well-being and motivation has been less explored. NLP principles are thought to enhance the satisfaction of Basic Psychological Needs (BPN) [2]. However, despite its student-centred nature, practitioners commonly assume primary responsibility for shaping learning conditions, limiting participants’ engagement to tasks execution. Co-design approach may address this gap by actively involving them in shaping their own learning process [3]. Therefore, this study aimed to examine the effects of incorporating co-design strategies into a football programme on students’ BPN, motivation and learning satisfaction.

Methods
Seventy-seven first-year Sports Sciences students participated in the study and were assigned to either a teacher-led group (N = 40; TLG) or a learner-led group (N = 37; LLG). Both groups engaged in a football programme based on the NLP principles. However, only the LLG incorporated co-design strategies that involved students in goal setting, session design and delivery, and self- and peer-assessment following the ASPIRE approach [4]. In the TLG, all these decisions were assumed by the teacher. Participants completed validated questionnaires assessing BPN satisfaction, autonomous motivation, class satisfaction and perceived autonomy support before and after the intervention. A 2 (group) x 2 (time) mixed MANOVA was performed for each questionnaire, treating the groups as independent. Subsequent repeated measures ANOVAs and simple main effects were conducted when a significant Group x Time interaction was revealed.

Results
Significant Group × Time interactions were observed for BPN satisfaction (F(3,148) = 8.49, p < .001) and class satisfaction (F(8,143) = 3.36, p = .001). The LLG showed post-intervention increases in perceptions of autonomy (Δ = +0.41, p = .001) and competence (Δ = +0.26, p = .014), as well as autonomous motivation (Δ = +0.25, p = .019), whereas the TLG showed decreases in autonomy (Δ = −0.54, p < .001) and competence (Δ = −0.26, p = .006) perceptions. No significant Group × Time effects were found for perceived autonomy support (p = .432).

Conclusion
Incorporating co-design strategies within non-linear pedagogy enhanced learners’ perceptions of autonomy, competence, and autonomous motivation, highlighting shared decision-making as a key mechanism for optimizing motivational outcomes. This study shows the potential value of empowering learners through meaningful involvement in the design and delivery of the learning process in pre-service sport students.

References
[1] Chow et al., Nonlinear Dynamics, Psychology, and Life Sciences, 2006
[2] Renshaw et al., The Open Sports Science Journal, 2012
[3] Woods et al., Psychology of Sport and Exercise, 2021
[4] Ford & Coughlan, Skill Acquisition in Sport, 2019