Beyond winning in physical education: The role of continuing professional development in fostering a learning‐focused climate.

The shift towards student‐centred learning in physical education (PE) underscores the importance of fostering supportive classroom climates that enhance engagement and motivation. Traditional teacher‐centred approaches often emphasise performance goals, misaligning with contemporary educational paradigms prioritising holistic student development. This study examined the impact of a professional development intervention on classroom climates in PE, focusing on learning‐ and performance‐oriented climates fostered by teachers and peers. Using a difference‐in‐differences approach with ordinary least squares regression models, data from 588 students across 43 classes in 12 Portuguese schools were analysed. The intervention involved a 25‐h continuing professional development (CPD) programme that equipped teachers with student‐centred pedagogical strategies. Post‐training, these strategies were implemented and data were collected through the Learning and Performance Orientations in Physical Education Classes Questionnaire, comparing an experimental group (n = 390) to a control group (n = 198). The intervention significantly improved the learning climate, with higher scores for teacher‐ and peer‐fostered learning climates (learning climate fostered by the teacher [LCT]: coefficient = 0.154, p = 0.001; learning climate fostered by peers [LCS]: coefficient = 0.186, p = 0.001). However, no significant changes were found in performance climates (performance climate fostered by the teacher [PCT], performance climate fostered by peers [PCS]). Low R2 values (0.005–0.016) indicated that other factors influenced classroom climate, underscoring its complexity. This research highlights the effectiveness of student‐centred models in enhancing learning climates and the potential of CPD programmes to transform instructional practices. While limited effects were observed on performance climates, the findings emphasise the value of prioritising learning‐centred environments to promote student engagement and intrinsic motivation. Future research should investigate long‐term impacts and address diverse student needs to further optimise training programmes and advance PE pedagogy. [ABSTRACT FROM AUTHOR]