Purpose: Jigsaw is a popular cooperative method, but its effect on students’ motivation in physical education (PE) remains uncertain. The purpose of this study was to estimate this Jigsaw effect and to explore whether the type of sport taught in PE modified this effect. Method: Overall, 136 middle-school students participated in two PE sequences in Jigsaw or control conditions, one in gymnastics and one in racket sports. These two types of sports were selected because they are frequently taught in PE and for their opposing characteristics. Students’ motivation was estimated during the third and sixth lessons of each sequence with a subjective measure, that is, situational interest; moderate to vigorous physical activity was added as an objective measure related to motivation. Results: Compared to control conditions, Jigsaw progressively enhanced moderate to vigorous physical activity and the novelty dimension of situational interest in gymnastics, whereas it undermined moderate to vigorous physical activity and the challenge dimension of situational interest in rackets. Discussion: We discuss the decisive role of the type of sport according to their characteristics when implementing Jigsaw.

The present study focused on researches using both psychological and physiological measurements in the context of physical education with a self‐determination framework. A total of 28 studies were selected and analyzed using types of measurements and their relations. This literature review was conducted to (a) establish the state‐of–the‐art of existing research using both types of measurement in the field of physical education, (b) discuss the effectiveness of each parameter considered in the selected studies, and (c) helping researchers to select the appropriate tools in their future studies by better understanding the relationships between each parameter using the SDT framework. This review highlights the fact that a combination of psychological and physiological assessments is needed to reach the most global understanding of physical activity engagement during PE classes and that this engagement mostly depends on students' motivations. Moreover, subjective motor engagement methods seem efficient for highlighting correlations between motivation and physical activity, when combined with the SDT framework. Some limitations and perspectives regarding the gender, the students, and the contextual variables have identified for future studies.

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