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This study aims to evaluate the development of a teacher intervention in a didactic unit and to check their effect on different motivational situational variables, based on the achievement goal theory (Nicholls, 1989) and the self-determination theory (Ryan & Deci, 2002). We proposed a quasi-experimental study during a sequence of three didactic units which belong to the physical education program. A series of strategies connected with TARGET areas were applied in the experimental jumping rope unit and there wasnt any kind of manipulation in the intervention in the two control units. In this study, 92 Physical Education 1 st year compulsory secondary education students, aged between 11 and 14 years, were involved. The instruments measured different situational variables at the end of the three didactic units: motivational climate, basic psychological needs, self- determined motivation and enjoyment. The results in the experimental unit, respect to control units, showed greater task climate, greater satisfaction of basic psychological needs, greater self-determined forms of motivation as well as greater enjoyment of the students. Therefore, the effectiveness of this intervention reflects the importance of the implementation of strategies related to TARGET areas in the physical education lessons to improve the task climate, so it influences student motivation and enjoyment of the students.

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Efecto de una intervención docente para la mejora de variables motivacionales situacionales en Educación Física (An educational intervention for improving situational motivational variables in Physical Education)