motivation and physical education

Introduction

Motivation in physical education (PE) is a critical factor influencing students' participation, enjoyment, and long-term engagement in physical activities. Understanding the motivational processes and their impact on students' attitudes and behaviors towards PE can help educators design more effective programs that foster a lifelong commitment to physical activity.

Key Insights

Perceived Competence and Intrinsic Motivation:
- Perceived competence is a major psychological mediator in PE, with intrinsic motivation leading to positive outcomes such as increased effort and future intention to exercise, while external regulation and amotivation predict negative consequences.
- Autonomy, competence, and relatedness positively predict autonomous motivation, which in turn enhances general self-esteem and health-related quality of life.
Motivational Climate:
- A mastery-oriented motivational climate in PE positively influences task orientation, intrinsic motivation (interest, perceived competence, satisfaction), and the intention to practice physical activity, whereas an ego-oriented climate increases tension and negatively affects enjoyment and interest.
- An autonomy-supportive climate and perceptions of a mastery climate positively impact autonomy, competence, and relatedness, fostering self-determined motivation and predicting leisure-time physical activity intentions.
Self-Determination Theory (SDT):
- Self-determined motivation is linked to higher physical activity levels during both structured PE lessons and free-choice periods, with greater differences observed in free-choice conditions.
- Promoting self-determined motivation in PE can increase PA levels, foster self-initiated PA behaviors, and enhance adolescents' health.
Sport Education Model:
- The Sport Education model maintains higher levels of intrinsic motivation, task orientation, and mastery climate compared to traditional PE methods, which are associated with a decrease in adaptive aspects of motivation.
- Sport Education programs facilitate more internalized forms of student motivation, leading to greater perceived effort and enjoyment in PE, although the transfer to leisure-time physical activity may require additional support.
Achievement Goal Theory:
- Motivation research in PE often relies on achievement goal theories, emphasizing the importance of linking motivation to specific achievement settings and the broader educational context.

Conclusion

The synthesis of research on motivation in physical education highlights the importance of fostering perceived competence, intrinsic motivation, and a mastery-oriented climate to enhance students' engagement and positive outcomes in PE. Self-determination theory and the Sport Education model are effective frameworks for promoting self-determined motivation and maintaining high levels of student motivation. These insights can guide educators in designing PE programs that not only improve physical fitness but also encourage lifelong participation in physical activities.

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Motivation and physical education

Summary

Introduction

Key Insights

Conclusion

Sources and full results

A self-determination approach to the understanding of motivation in physical education.

Perceived competence and intrinsic motivation are key factors in promoting active participation in physical education, leading to positive consequences for students.

Influence of the motivational climate in physical education on the intention to practice physical activity or sport

A motivational climate oriented towards mastery in physical education positively influences students' motivation, interest, and intention to practice physical activity or sport, while a competitive climate increases tension and negatively affects enjoyment and interest.

A Theoretical Conceptualization for Motivation Research in Physical Education: An Integrated Perspective

An integrated conceptual framework for motivation research in physical education should link motivation to specific achievement settings, curriculum, and socioeconomic environment.

Applying self-determination theory to understand the motivation for becoming a physical education teacher

Intrinsic motivation is linked to personal service, extrinsic motivation to sport and physical activity, and amotivation to teaching being easy.

Students' motivational responses toward school physical education and their relationship to general self-esteem and health-related quality of life.

Autonomous motivation toward school PE positively predicts students' general self-esteem and health-related quality of life, as supported by self-determination theory.

A model of contextual motivation in physical education: Using constructs from self-determination and achievement goal theories to predict physical activity intentions.

An autonomy-supportive climate in physical education positively impacts students' self-determined motivation, which positively predicts their intention to engage in leisure-time physical activity.

PECULIARITIES OF STUDENTS' FORMATION OF MOTIVATION IN THE EDUCATIONAL FIELD OF PHYSICAL CULTURE AND SPORTS

Effective motivation in physical education and sports education is crucial for students' interest, activity, purposefulness, and life orientation, enhancing their competitiveness on the labor market.

Self-determined motivation and students' physical activity during structured physical education lessons and free choice periods.

Promoting self-determined motivation in physical education programs can effectively increase physical activity levels and foster self-initiated behaviors, enhancing adolescents' health.

The influence of Sport Education on student motivation in physical education

The Sport Education model effectively maintains high levels of intrinsic motivation, task orientation, and mastery climate in physical education compared to the Traditional model.

Effect of a Sport Education Program on Motivation for Physical Education and Leisure-Time Physical Activity

Sport education programs increase students' motivation for physical education, but without an appropriately designed extracurricular outlet, the potential for transfer to leisure-time physical activity may not be achieved.

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