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Purpose: Most studies on the sport education model (SEM) have focused on curriculum content and assessed students’ learning outcomes on the basis of teaching units and items. In contrast to the SEM, direct instruction (DI) emphasizes the learning of each unit and involves a shorter learning period. Few empirical studies have explored the moderating effect of elective motivation on the relationship between the SEM and low student

The influence of low-performing students' motivation on selecting courses from the perspective of the sport education model