Purpose: Despite evidence regarding emotions’ impact on learners, there remains a paucity of research examining the relationships between student emotions and achievement within contemporary instructional models. Grounded in the Control-Value Theory of Achievement Emotions, changes in middle school students’ motivational beliefs, emotions, and learning outcomes across one hybrid Sport Education Tactical Model season were examined. Methods: Middle school students (N = 72) completed pre–post surveys regarding their control-value beliefs and emotions. They also completed physical and cognitive tests, and daily physical activity tracking. Repeated measures of multivariate covariance and regression were tested. Results: Students’ perceived control improved, while their extrinsic value reduced. Emotions did not significantly change, while cognitive exam scores and game performance increased. Conclusion: Emotions varied and influenced intentions for play as opposed to learning and achievement. The study provides preliminary insights into the complexity of how student emotions connect to their motivation and learning within the hybrid Sport Education Tactical Model.

目的：尽管有证据表明情绪对学习者的影响，但仍然缺乏在当代教学模式中检验学生情绪与成绩之间关系的研究。以成就情绪的控制价值理论为基础，研究了混合体育教育战术模型赛季中中学生的动机信念、情绪和学习成果的变化。方法：中学生（N = 72）完成了有关他们的控制价值信念和情绪的事前调查。他们还完成了身体和认知测试以及日常身体活动跟踪。测试了多变量协方差和回归的重复测量。结果：学生的感知控制力提高了，但外在价值降低了。情绪没有显着变化，而认知考试成绩和游戏表现则有所提高。结论：情绪变化并影响玩耍的意图，而不是学习和成就。该研究对混合体育教育策略模型中学生情绪如何与其动机和学习联系起来的复杂性提供了初步见解。