The Spectrum of Teaching Styles in Physical Education: A Feasibility Study on Children’s Physical Fitness and Self-Perception

This pilot study investigates the feasibility and preliminary outcomes of an experimental intervention based on practice variability and teaching styles’ variation, gathering preliminary data on changes in physical fitness and self-perception in primary school children. The sample consists of 142 children (boys = 76, age = 8.97 ± 0.82; girls = 66, age = 9.03 ± 0.77) recruited from one school participating in the SBAM! Project. Physical fitness components were assessed before (t₀) and after (t₁) a 4-month intervention protocol using the following physical fitness measures: BMI cutoff, standing long jump, 4 × 10 m shuttle run, medicine ball throw (1 kg), and 20 m slalom. Self-perception was assessed with a validated questionnaire. The pre-experimental didactic intervention involved motor tasks based on practice variability to promote inclusion, following the principles of non-linear pedagogy. Pre-and post-intervention changes were analyzed using multivariate analysis accounting for gender and BMI cutoff. The results showed statistically significant differences (p < 0.05) for all included variables, regardless of group. Preliminary findings suggest that this intervention is feasible in fostering positive changes and improvements in physical fitness and self-perception. Further investigations are needed to extend the generalizability of the results through more robust research designs.