In-session autonomy, competence and intrinsic motivation are higher during basketball mathematics than during classroom mathematics¶

Claim · All claims
Evidence · 1 study · causal r2 · q3
Currency · newest study 2026 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i? BM-group students reported significantly higher autonomy (+16.33%, p < .001), competence (+5.21%, p < .05) and intrinsic motivation (+24.37%, p < .001) during basketball mathematics sessions than during classroom mathematics lessons. → Jensen 2026

Evidence¶

Jensen 2026¶

Jensen, O. E., Damsgaard, L., Rohde, R. A., Nielsen, G., Fosnaes, O., Hauge, J., Wienecke, J. (2026). Integrating Fractions into Physical Education classes can improve Mathematical Performance in 11–13-Year-Olds - The Basketball Mathematics project. Educational Psychology Review. https://doi.org/10.1007/s10648-026-10175-y

q3 · i? · causal · r2

Within the BM group (N = 176), the Intrinsic Motivation Inventory was administered immediately after basketball mathematics and classroom mathematics lessons in weeks 2–5. All three IMI subscales favored the BM setting; only percentage differences and p-values are printed, no effect sizes.

"Autonomy was significantly higher during BM than CM (+ 16.33%, p < .001), as was competence (+ 5.21%, p < .05). The largest difference was in intrinsic motivation, which was 24.37% higher during BM (p < .001)."

Discussion¶

Learner Variables¶

• Motivation — outcome: instruction changes it

Related Claims¶

• An 8-week basketball mathematics intervention improves fraction performance more than control conditions in 11–13-year-olds — related
• KBD configuration produced no significant between-condition differences in system acceptance, intrinsic motivation, or subjective learning effectiveness in a single tutoring session — related
• Slalom dribbling improves equally with basketball mathematics and basketball-only PE, and not in regular PE — related