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

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.