Data from: <b>Motivation, Intention, and Metacognition in Handball: Contrasting Linear and Non-Linear Pedagogy Models</b>

This study tested how teaching approach shapes early motivation and self-regulation in novice handball learners. Twenty-three pre-service physical education students completed a five-week program taught with either linear pedagogy (progressive drills) or non-linear pedagogy (representative tasks and modified games). Pre- and post-measures assessed enjoyment, basic psychological needs and regulation, intention to be physically active, and metacognitive behaviour. Overall outcomes improved from pre to post with no global differences between pedagogies. Intention and interest/effort rose, metacognition trended upward, other indicators were stable, and a small time-by-group effect in reasons for engaging favoured the linear approach.本研究考察了教学方法对新手手球学习者早期动机与自我调节能力的塑造作用。23名体育教育专业在读师范生参与了为期五周的教学项目，授课分别采用线性教学法（linear pedagogy，渐进式训练）或非线性教学法（non-linear pedagogy，代表性任务与改编式游戏）。研究在项目实施前后分别测评了参与者的愉悦感、基本心理需求与调节状态、身体活动参与意向及元认知行为。整体而言，所有测评指标在项目前后均得到改善，两种教学法间未出现全局层面的显著差异；其中，身体活动参与意向与兴趣/努力程度均有所提升，元认知行为呈上升趋势，其余指标保持稳定，而在参与动因的组别×时间交互效应上，线性教学法展现出小幅优势。