Many studies show that levels of physical activity are decreasing in adolescence, with this decline being more pronounced among women. Therefore, and following the theory of self-determination, the objective of this study was to analyse the influence of gender on motivational variables and emotional and cognitive consequences throughout different physical education teaching units. The study involved 66 pupils (30 men and 36 women) aged 15-17 (M age = 15.29; DT = 0.71). At the end of each lesson, different situational motivational variables were measured: basic psychological needs (BPNES), self-determined motivation (EMSI), emotional consequences of fun and aburriation (SSI-EF) and predisposition towards the practice of content (PEPS). The results of the Inter-Group analysis show that girls have a lower perception of competition than boys in indoor football (p <.001). However, girls perceive greater self-determined motivation, fun and cognitive attitude in acrosport (p <.001). The intra-group analysis shows higher values in the male genus in the motivational variables in fuel content compared to acrosport content (p <.05). In contrast, women score higher for motivational variables in acrosport compared to the other two cooperative and opposition sports content (p <.05). On this basis, guidelines are proposed to redirect the teaching and learning process in these teaching units, through the development and implementation of specific strategies to influence motivational processes based on gender. Abstract Many recent studies have reported that that physical activity levels decrease during Adolescence, being more timely among females. Therefore, based on the self-determination theory (Ryan, Deci, 2007), the aim of the current study was to analyse the influence of gender on motivational variables and cognitive and related consequences different Physical Education didactic units. In this study, 66 students (30 males and 36 females), aged from 15 to 17 years, (M age = 15.29, SD = 0.71), were embedded. At the end of the teaching units different situational variables were measured: basic Psychological needs by BPNES, self-determined motivation through the EMSI, affective consequences like ambition and boredom using the SSI-EF and predisposition toward the practice of content by PEPS. The results show that they have a lower perceived competence than boys in Soccer (p <.001). However, girls PERCEIVE a higher self-determined motivation, encouragement and a greater cognitive attitude towards acrosport (p <.001). The intra-group analysis shows higher values in Soccer content compares to the contents of acrosport in boys (p <.05). On the contrary, girls perceived motivated variables related to acrosport in a positive way composed to the other two findings related to cooperation opposition sports (p <.05). Therefore, guidelines are proposed to Reorient the teaching-learning process in such teaching units, by developing and implementing specific strategies to influence motivated processes based on gender.