The purpose of this study was to analyse the effects of task motivational climate on female university students' motivational responses during basketball teaching. Different styles of cognitive teaching were used to convey a task climate. Guided discovery was used in one group, problem solving in another and a combination of both styles in the last group. Motivational climate, goal orientations and self-determined motivation were measured before and after the intervention. The MANOVA results after the intervention showed that the different styles created a similar motivational climate, since no significant differences were found between the three groups. The repeated measures ANOVA showed an increase in the perception of task climate and self-determined motivation and a decrease in the perceptions of ego climate and in ego orientation.
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