Novelty is defined as the need to experience something not previously experienced or that differs from everyday routine, and it has been proposed as a candidate basic psychological need from the perspective of self-determination theory. In this chapter, we first review the existing literature to show how novelty fulfils the inclusion criteria to be considered a basic psychological need. Research shows that novelty satisfaction is positively associated with a range of positive consequences in physical education (and other contexts) in different countries and cultures, while novelty frustration is positively related to negative consequences. The effect of novelty has been found beyond the effect of the three basic psychological needs for autonomy, competence and relatedness. Considering the important role that novelty seems to play in physical education classes, in the present chapter, we develop a classification of 13 teachers’ motivational behaviours to support novelty and six teachers’ behaviours that thwart novelty. This classification could be useful for physical education teachers from an applied perspective and for researchers who develop intervention studies. We also provide a synthesis of instruments to measure different constructs around novelty, such as novelty satisfaction, frustration, support and thwarting. Although more research is needed, incorporating novelty in physical education could help to promote students’ autonomous motivation and positive outcomes at affective (e.g. vitality), cognitive (e.g. concentration) and behavioural (e.g. effort) levels.