In recent years the study of the teacher-student relationship in the teaching-learning processes in physical education has had great emphasis. Previous studies have shown that the use of the Spectrum of teaching Styles can enhance intrinsic motivation, enjoyment, adherence to physical activity and physical activity levels in children and adolescents. The present study aims to assess if a physical education (PE) intervention based on the variations in teaching styles, with reference to production ones, can also have positive effects on physical fitness. The sample involved 4 primary school classes (n = 124 children, mean age = 8-10 years) recruited from the SBAM (Health, Wellness, Food Education and Movement at School) Project in Apulia, Southern Italy. Classes were randomly assigned to Experimental Group (EG) and Control Group (CG). EG followed a 5months experimental intervention based on the variation of teaching styles, while CG performed regular PE lessons. Physical fitness test was assessed with Standing Long Jump (SLJ), Medicine Ball Throw 1kg (MBT), and 20m sprint (20m), while two validated questionnaires were used to evaluate physical self-perception (PSP) and enjoyment. A 2x2 (intervention group x time) ANOVA was carried out to assess significant difference and interaction effect pre (t0) and post (t1) intervention protocol. Data analysis showed a significant improvement of physical fitness in both EG and CG, while PSP and enjoyment increased only in EG. Moreover, significant interaction (p<. 05) effects were found for 20m sprint, PSP and Enjoyment with low effect size (η2 ~. 20). The results of the present study highlight the effectiveness of a PE intervention based on the variation of teaching styles in improving physical fitness, self-perception, and enjoyment. Moreover, the use of production teaching styles significantly impacts self-perception and enjoyment, that are important mediating factors for guarantee better adherence to physical activity.

The enhancement of physical and sports literacy in school setting are prerogatives and development aim for the physical education (PE) teachers. Therefore, as part of the teaching of motor activities, the proposal of motor tasks through different organizational modes (individual tasks, in pairs, in small groups, circuits, relay, paths, team games, etc.) is functional to the achievement of the educational objectives set in the didactic learning units. The present study aims to assess PE teachers’ perception about the use of teaching styles during curricular lessons. The sample involved a total of 83 PE teachers (M= 41, F= 42, main age= 43,74±10,76) divided according to years of service (0-4 = 36%, 5-10 = 34%, and over 10 = 30%) and academic training (ISEF= 44% and master’s degree= 56%). Teachers complete a digitalized version of a self-produced questionnaire to assess how many times they use each teaching styles during the last month. Results can be summarized as follows: (a) academic training is significantly associated with the command, inclusion, and guided-discovery styles in PE; (b) command and practice Styles are often used by PE teachers, regardless of years of service and academic training, and (c) guided discovery and convergent/divergent Discovery Styles are most frequently used by graduate teachers, regardless of years of service. The preliminary results of the analysis of PE teachers’ perception of teaching styles reveals the prevalence of the use of some styles over others, and this presuppose not only a different (but similar) teacher’s behavior, but also limits children’s way of learning a certain motor task. Future research and analysis will investigate the perception of different teaching styles according to seniority, school grade and academic training to design training courses for teachers adapted to children’s needs.