1.Introduction

According  to  the  view  expressed  by  Sorin  Cristea  (2019), “Autonomy  and  responsibility  in  education constitute  an  operational  pedagogical  concept  derived  from  the  fundamental  pedagogical  concepts  that  define  the pedagogical normativity and the goals of the educational system and process. At this level, the dual meaning of the concept must be highlighted, as it epistemologically and operationally establishes its sphere of reference:a)  normative –autonomy  implies  responsibility  in  education,  which  axiologically  concentrates  a  set  of categorical   imperatives   (the   axioms   and   laws   of   education)   and   hypothetical   ones   (the   principles   of education/instruction);b)  teleological –autonomy  is  involved  in  defining  the  ideal  of  education –the  autonomous  and  innovative personality –one that is made responsible in the long term, globally, socially, and psychologically.”At  the  normative  level,  autonomy  in  education  represents  “the  right  to  freely  oversee  the  pedagogical organization”  of  specific  activities  and  actionscarried  out  within  the  educational  process  (primary,  secondary, higher education).In  terms  of  the  philosophy  of  education,  autonomy  implies  responsibility  in  education,  which  concentrates, both axiologically and praxiologically, a set of imperatives(Kolb, 1984; Santiago, 2005): a) categorical, reflected in the axioms and laws of education;b) conditional, reflected in the general principles (for designing education/instruction), the specific principles (for  organizing,  planning,  implementation–development),  and  the  operational  (didactic)  principles  involved  in structuring activities at the level of the entire educational process.At  the  teleological  level,  autonomy  in  education  represents  the  psychological  dimension  of  the  educational goals  that  anticipate—axiologically  and  prospectively—the competence of students “to oversee in a responsible manner—individually   and   communally—their   learning-oriented  activities,”  effective  throughout  life.  These activities are  conceived according to the  educational  ideal, currently legitimized as a  model  of an autonomous and creative  personality,  adaptable  to  the  changing  conditions  characteristic  of  the  information  society.  This  involves valuing   higher   creative   resources   (inventive,   innovative,   emergent/synergistic),   exercised   autonomously   and responsibly  within  the  educational  process,  in  both  formal  and  nonformal  contexts,  in  accordance  with  school  and extracurricular  programs,  curriculum-designed  and  focused  on  general  and  specific  objectives  defined  in  terms (Albu,2007a; Albu, 2007b):a) psychological, competence-based;b) social, related to basic content: theoretical and applied knowledge, supported by values and attitudes.The author noted that “in secondary education, in colleges (lower secondary schools) and high schools,” the autonomy  of  students  at  the  psychological  stage  of  pre-adolescence  and  adolescence  develops  in  accordance  with the objectives mentioned above, and is especially strengthened “through reference to citizens’ information and responsibility.” To acquire  behavior  appropriate  to  their  adaptation  needs,  the  human  being  has  two  pathways: learning  through  autonomy  and  personal  experience,  and  learning  through  experience  inherited  from  others,  or social experience.From the philosophical, moral, and psychological perspectives, personal autonomy represents a fundamental concept referring to an individual’s ability to self-govern, to live according to one’s own principles, values, and decisions,  without  unwanted  external  interference  or  excessive  constraints.  Through  personal  autonomy  and experience,  new  knowledge  and  behaviors  are  acquired,  while  previous  ones  are  modified  according  to  the  needs and changes occurring in the natural and social environment in which the individual lives, including shifts in internal motivation.In  the  strategic  educational  policies  of  the  Republic  of  Moldova,  emphasis  is  placed  on  developing  life competencies among the younger generation. In accordance with the National Development Strategy “European Moldova  2030”  and  the  Development  Strategy  “Education  2030,”  opportunities  are  provided for  all  people  to develop, from an early age and throughout their lives, the skills, knowledge, abilities, and competencies necessary to fully realize their potential, both in personal and professional life.Quality education from an early age is associated with a  series of non-economic benefits, such as improved health, civic and social engagement, a better climate of security and social well-being, environmental protection, and intolerance  towardcorruption—all  of  which  contribute  significantly  to  the  productivity  growth  of  the  national economy.  The  quality  of  the  educational  process  and  the  competencies  developed  by  the  school—not  only qualifications and certificates—will enable people to be better prepared for their professional and private lives, more resilient, and more adaptable to the changes around them.

2.Material and method

The  purpose  of  the  research  is  to  determine  the  pedagogical  model  for  developing  students’  personal autonomy in the context of the physical education lesson.The methods used in the research: The methods used in the research included: the case study (which involved a  detailed  analysis  of  a  group  of  students  attending  physical  education  lessons  in  a  theoretical  high  schoolin Chișinău, monitoring their interaction, participation in activities, and the development of their personal autonomy skills); the sociological questionnaire (administered to evaluate students’ perceptions regarding the development of personal  autonomy  inthe  context  of  the  physical  education  and  sports  lesson);  semi-structured  interviews  with students,  teachers,  and  parents  (used  to  gain  a  deeper  understanding  of  experiences  and  perceptions  related SPORT AND SOCIETYInterdisciplinary Journal of Physical Education and SportsVolume 25, Issue 2(2025)3personal  autonomy  within  the  context  of  physical  education);  direct  observation  (applied  to  observe  physical education lessons and analyze how teachers integrate activities that promote students’ personal autonomy).The  methods  also  included  group  interviews  (4  sessions),  individual  interviews  (with  12  students  and teachers), document analysis (lesson plans, curriculum), and teachers’ portfolios, in their capacity as researchers personal  autonomy  within  the  context  of  physical  education);  direct  observation  (applied  to  observe  physical education lessons and analyze how teachers integrate activities that promote students’ personal autonomy). The  methods  also  included  group  interviews  (4  sessions),  individual  interviews  (with  12  students  and teachers), document analysis (lesson plans, curriculum), and teachers’ portfolios, in their capacity as researchers.

3.Findings

The  development and implementation of the  pedagogical  model  are based on a  series of stable  motives and needs of physical education teachers, reflected through a consolidated attitude toward their professional preparation, oriented  toward  the  holistic  development  of  competencies  and  their  integration  into  the  referential  profile  of  the field, as well as toward the creative useof physical education in fostering students’ personal autonomy.

The objectives of the pedagogical model for developing students’ personal autonomy in the context of the physical education lesson are:

increasing students’ motivation to participate and engage in physical education and sports lessons;evaluating and self-evaluating the professional performance of specialized teaching staff in this regard;developing  the  creative  and  innovative  capacities  of  specialists  through  practical  activities  and  scientific research in the direction of forming students’ personal autonomy (a transformative competence in the knowledge society).The  systemic  approach  to  the  pedagogical  model  involves  focusing  on  its  principles:  unity  of  objectives, integrativeness,  continuity  and  practical  applicability,  creativity,  innovation,  and  research,  in  accordance  with  its final  purpose  (teaching,  educating,  developing,  and  shaping  competencies).  Thus,  within  the  pedagogical  process, special  attention  is  given  to  the  existence  of  a  close  connection  between  the  didactic  and  methodological  system, which encompasses students’ educational activities and the professional development of scientific–didactic staff.

In  Figure  1,  we  present  several  examples  of  personal  autonomy:  decision-making,self-expression,  goal pursuit,  and  identity  development.  Therefore,  we  may  state  that  personal  autonomy  provides  teachers  with  control over  their  work,  is  motivating,  and  leads  to  increased  professional  satisfaction,  higher  levels  of  professional engagement, and a stronger sense of self-efficacy(Anderson, 2003). At the same time, only a teacher—including the physical education teacher—with a high level of personal autonomy can cultivate this ability in their students.

The  research  was  conducted  in  a  theoretical  high  school  in  Chișinău,  an  educational  institution  with  a tradition of over 50 years, offering primary, lower secondary, and upper secondary education to students aged 7–18. The  school  is  equipped  with  modern  facilities  for  conducting  physical  education  classes,  including  a  gymnasium, football fields, and designated spaces for interactive games. Students are assigned to classes with an average of 30–35  children,  with  an  approximate  balance  between  girls  and  boys.In  terms  of  developmental  level,  most  students possess age-appropriate motor skills; however, there are significant differences regarding their interest in sports and their attitude toward physical education.

Most  students  come  from  urban  areas,  although there  is  also  a  small  contingent  from  rural  areas,  which  to some  extent  influences their level  of involvement in curricular and extracurricular  sports activities. Moreover, it is noted that student motivation is variable: some are highly engaged and passionate about sports, while others display a reluctant attitude, often caused by previous negative experiences or a lack of confidence in their physical abilities.The study identified a frequent issue in physical education classes: a decline in students’ motivation  and engagement,  particularly  in  high  school  grades  (IX–XII).  Many  students  perceive  physical  education  lessons  as monotonous,  consisting  of  repetitive  exercises  or  traditional  games  that  no  longer  stimulate  their  interest.  There  is also a  tendency to avoid active  participation, either due  to low confidence in their physical  abilities or because  the activities are perceived as lacking relevance.The process of forming and developing personal autonomy requires specialized training for teachers in order to  create  the  conditions  for  student  independence  and  to  provide  opportunities  for  educational  initiative,  allowing students to assume responsibility for their actions and justify them.

The  physical  education  teacher,  in  their  role  as  a  facilitator  of  students’ autonomy, represents in fact a benchmark of the  modern educator, as they  measure  success  not only through  winning  games or passing  tests, but especially through students’ outcomes reflected in the following aspects: how well students know their ownbodies and  limits;  how  empowered  they  feel  to  manage  their  own  physical  health;  how  confident  they  are  in  trying  new things and recovering after failure.Through this approach, the physical education lesson becomes a  microcosm of life, where students practice, in a  controlled environment,  meaningful life  skills such as decision-making,  managing  failure, self-awareness, and perseverance.The  role  of  the  teacher  is  not  limited  to  technical  instruction  but  extends  toward  facilitating  personal development.  By offering  open-ended  tasks,  encouraging  reflection,  and  providing  constructive  feedback,  the teacher becomes a catalyst in the process of fostering autonomy. Effective educational practices include: stimulating self-assessment  and  post-activity  reflection; promoting  individual  decision-making  during  lessons;  and  creating  an educational climate based on trust and cooperation.

The teacher is, therefore, a trainer of responsibility, supporting students in developing their capacity for self-regulation and informed decision-making.Moreover,  it  is  important  to  highlight  that  physical  education  represents  an  ideal  environment  for  forming and developing students’ autonomy, as it is a unique field for the following reasons:-it is inherently personal (each student feels their own body, fatigue, progress, and limitations more directly than in any other subject);-it involves risk and controlled failure (falling during a rotation or failing to catch a ball are “safe” failures with minimal consequences, which teach resilience);-it is visible and immediate (feedback is instantaneous—when the student practices, they observe their own progress, which in turn builds confidence in a tangible way).To conduct the study and compare the effectiveness of teachers’ strategies for developing students’ personal autonomy, three groups of students of different age categories were formed (7–10 years, 11–14 years, 15–18 years). To evaluate students’ intrinsic/extrinsic motivation and identify reasons for their involvement in sports activities, the committee  administered  a  sociological  questionnaire  consisting  of  10  questions.  Direct  observation  was  used  to interpret  the  data  collected  through  the  questionnaire  responses.  Physical  fitness  tests  were  applied  to  measure students’ progressin the monitored areas of the research. The   specially   designed   and   analyzed   physical   education   (PE)   program   (for   different   age   groups), implemented  by  physical  education  teachers  during  PE  classes,  explores  the  factors  that  increase  satisfaction, motivation,  and  involvement  in  sports  activities,  using  the  socio-ecological  model  (McLeroy et  al.,  1993)  and  the self-determination theory (Deci & Ryan, 1985). The study lasted one semester and involved 106 students and three physical education and sports teachers.

The  analysis  also  included  the  application  of  emerging  student-centered  themes  with  the  generic  titles: “Sense of Belonging,” “Building Confidence and Skills to Stimulate Motivation,”and “Lessons Learned in Physical Education and Sport.”The  emphasis  was placed on a supportive  environment  with structured yet  student-centered routines that maximize active time (30 minutes of daily instruction, high participation).In  response  to  the  question: “Do you believe that introducing modern games and sports, suchas  sports dance, pilates sessions, or even yoga, could increase your interest in greater participation in sports activities?”—Figure  2 shows that  most  students  would like  modern  games and sports to be  included in the  curricular content o

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