Effect of a “Team Based Learning” Methodology Intervention on the Psychological and Learning Variables of Sport Sciences University Students

Abstract

Traditional teaching methods are often far from aligning with professional practice demands. Team-Based Learning (TBL), a variant of Problem-Based Learning, may foster motivation, autonomy, and deeper knowledge acquisition, especially in those educative contexts linked to practical knowledge. The objective of the present research was to explore the impact of a TBL program with digital support on Sport Sciences students’ psychological and learning outcomes. A quasi-experimental design with pre- and post-tests was applied to 68 fourth-year students (mean age = 21.45 ± 1.57 years). The intervention spanned 12 weeks, where the students had to solve specific case studies linked to the theoretical content of the subject and its applicability. Variables measured included motivational climate, satisfaction of basic psychological needs, intrinsic motivation, transversal competences, and academic performance. Significant improvements were observed in task- and ego-oriented climate, autonomy, competence, relatedness, knowledge scores, and competence in scientific searches and academic dissemination (p < 0.05). No significant changes were found in intrinsic motivation or audiovisual material competence. Sex influenced several outcomes, while project marks and prior transversal skills did not. TBL combined with digital tools enhanced learning outcomes and key psychological needs, though intrinsic motivation remained unchanged. Findings highlight the value of active methodologies in higher education, while underscoring the need for long-term, broader studies.