Intrinsic motivation plays a pivotal role in shaping adaptive outcomes and fostering well-being among adolescents in various contexts. The school is a context in which adolescents inevitably spend a substantial amount of their time. It is, therefore, crucial that adolescents’ experiences with school are pleasant and conducive to fostering their intrinsic motivation towards activities they encounter there. The school physical education (PE) has been considered as one of the most significant contexts influencing adolescents’ motivation towards physical activity and the formation of related habits. The PE teachers serve as crucial facilitators in enhancing adolescents’ intrinsic motivation towards physical activity. This is achieved through the display of need-supportive behaviours, encompassing autonomy, competence and relatedness support. These behaviours, learned and refined through tailored intervention programmes, yield numerous benefits for both students and PE teachers. While past interventions primarily focused on autonomy support, there is a scarcity of programmes addressing competence and relatedness support. Notably, few recent studies have explored web-based approaches to educate PE teachers comprehensively, covering all three supportive dimensions. A critical need exists for the development and testing of comprehensive intervention programmes, ensuring PE teachers acquire skills to support autonomy, competence and relatedness. Recognizing the interconnectedness of these supportive behaviours is crucial. Simultaneously, future interventions should target the reduction of need-thwarting behaviours, acknowledging their distinct impact on student outcomes. Acknowledging the benefits of web-based intervention programmes, the recommendation is for future research to adopt a web-based approach for interventions to holistically enhance need-supportive behaviours and diminish need-thwarting behaviours among PE teachers.