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The purpose of this study was to analyse the outcome of a teaching intervention based on hybridising the Teaching Personal and Social Responsibility (TPSR) pedagogical model and innovative gamification strategy. It uses a mixed methods analysis consisting of the observation of teacher-student interaction and student motivation questionnaires to demonstrate the impact of this innovative teaching approach on both genders. The sample consisted of 55 students from a school in the Region of Murcia (28 girls and 27 boys) aged 13 to 17 (M = 14.29; SD = 0.875) from two courses in 2ndand 3rd-year lower secondary education. The observational analysis of the teacher’s performance and teacher-student interactions was conducted by recording ten sessions on video, coded with the Personal and Social Responsibility Observation (SORPS) instrument and recorded with the LINCE v.2.0 software. The THEME v.6 Edu. software was used to obtain the behavioural temporal patterns (t-patterns). The Secondary Education Motivation Scale (EME-S) was administered to analyse the students’ self-determined motivation and the data were entered in the SPSS v.22.0 statistical program to perform the Wilcoxon signed-rank test. The results showed a clear assignment of autonomy and responsibility to the participants in the teacher’s behaviours which generated greater self-determined motivation among the students. In conclusion, the application of a programme based on hybridising the TPSR pedagogical model and gamification is effective in improving student levels of autonomy, responsibility and motivation. Keyword: pedagogical innovation, pedagogical model, t-pattern detection, mixed methods re-search Editor: © Generalitat de Catalunya Departament de la Presidència Institut Nacional d’Educació Física de Catalunya (INEFC)

Hybridisation of the Teaching Personal and Social Responsibility Model and Gamification in Physical Education