Over the last four decades, pedagogical models have established themselves as a possible future for physical education teaching with more and more teachers using them worldwide. Research, however, has showed that while they can produce positive outcomes for students, they can also have negative or no effects, depending on how they are implemented. This chapter uses Vallerand’s hierarchical model of intrinsic and extrinsic motivation to understand the importance of teachers’ teaching frameworks, in this case pedagogical models, and its connections with students’ basic psychological needs and motivation. It provides an overview of the main elements of four basic (cooperative learning, sport education, teaching for personal and social responsibility, game-based approach) and three emergent (outdoor adventure education, service-learning, gamification) pedagogical models. The chapter, then, presents a set of eight basic elements that all pedagogical models share, related to an individual’s basic psychological needs (i.e., competence, autonomy, relatedness, and novelty) and motivation. These elements can help educators and researchers understand the “philosophy” behind pedagogical models and help them transfer it from one to another easily. Finally, the chapter shows how readers might integrate Ahmadi et al.’s (Journal of Educational Psychology, 115(8), 1158–1176, 2023) and Teixeira et al.’s (Motivation Science, 6(4), 438, 2020) strategies to make pedagogical models truly autonomy-supportive and produce positive outcomes. A key take-home message for teachers is: “if you want to motivate your students, first help them feel competent, autonomous and a sense of relatedness through novel and properly structured frameworks like pedagogical models.”