Pedagoški uvid u interpersonalni stil koji podržava autonomiju profesora tjelesnog odgoja

The continual traditional understanding of “education in the classic sense” as a process based on ethical values, and a value in itself, is determined in this paper as of authentic significance of the pedagogical perspective in modern market societies. The necessity for strengthening the emancipatory component of education in schools, including physical education classes, is placed in the foreground, with autonomy, as the power of self-determination, seen as the pedagogical goal. The aim of this paper is to analyse the conceptualisations of basic psychological needs, types of motivation and teachers’ interpersonal motivating style, theoretically developed within the framework of Self-Determination Theory (SDT), from pedagogical perspective. Systematisation of representative data taken from relevant sources preceded the adoption of principled positions on sustainability of the said theoretical framework for understanding the experiences and engagement of students in physical education classes in terms of provision of autonomy support. The self-determination theory contribution is seen in the actualisation of progressive pedagogy through conceptualisation of autonomous extrinsic motivation, and in the potential for this theoretical framework and recommendations produced over decades to serve as a useful and practical instrument for physical education teachers in their daily activities.