The purpose of this study was to test an integrative model regarding the impact of information and communication technology (ICT) on achievement in physical education. Pupils’ perceptions of autonomy-support from teacher, satisfaction of basic psychological needs, and self-determined motivation were considered to mediate the impact of ICT on pupils’ cognitive skills and motor performance. Ninety-six pupils (44 boys and 52 girls; Mage = 12.40 years) were assigned to either the ICT or the traditional teaching (TT) condition of a quasi-experimental design. Results from path analyses supported the hypotheses that: (a) perception of autonomy support from teachers satisfies pupils’ basic psychological needs; (b) basic needs satisfaction in turn leads to greater self-determined motivation, which (c) then contributes to the enhancement of cognitive skills and motor performance.
Legrain is with STAPS, Université de Bordeaux, France. Gillet is with Psychology, Université François-Rabelais de Tours, France. Gernigon is with STAPS, Université Montpellier 1, France. Lafreniere is with McGill University, Montréal, Quebec, Canada.