An Amotivation Model in Physical Education

The purpose of the study was to determine the impact of updated curriculum content on 6th-7th graders’ motivation in physical education. Materials and Methods. The study participants were 457 6th-7th graders from different regions of Ukraine (n = 230 girls and n = 227 boys). To determine the impact of curriculum content on school students’ motivation in physical education, the study used methods of theoretical analysis, systematization, comparison, generalization, pedagogical observations, questionnaire, mathematical statistics. Results. The study found that the content of 2012-2017 curricula has significant advantages in terms of developing school students’ motivation for regular exercise. The impact results in a statistically significant increase in indicators of the school students’ choice of learning motive (8.5% more; t = 2.24; p ≤ 0.05-0.01), evaluation motive (5.0% more; t = 2,01; p ≤ 0.05), play motive (6.3% more; t = 2.07; p ≤ 0.05). The study determined an increase in the high level of learning motivation from 14 to 33 cases and in the above average level – from 21 to 48, as well as a decrease in the average level – from 59 to 56, the reduced level – from 21 to 17, and the low one – from 12 to 11 cases. Conclusions. It was found that the result of the impact on school students’ motivation in physical education is the inclusion of new components into curricula. It was defined that an increase in motivation is associated, first, with the inclusion of content lines “Environmental Safety and Sustainable Development”, “Civil Responsibility”, “Health and Safety”; secondly, sections “Theoretical and Methodological Knowledge” and “Expected Results of Educational and Cognitive Activity”; thirdly, a modular system of organizing the educational process; fourth, sections “Evaluation of Learning Achievements” and “Homework”. The result of the impact of updated curriculum content is the enhancement of school students’ motivation in physical education, first of all through educational (cognitive) and social motives.

Self-determination theory posits that satisfaction of the needs for autonomy, competence and relatedness represents the basic nutriments for humans’ optimal functioning. It also postulates that with greater the degree to which these three needs are equally satisfied, the quality of motivation is further enhanced. Yet, this premise has remained relatively underexplored. In this correlational study, we surveyed Greek middle-school students ( N = 435; 47.1% males; M age = 13.95; SD = 0.85) and investigated to what extent balanced need satisfaction contributes over and above the need satisfaction in the prediction of quality of motivation in physical education contexts. Path analysis showed that need satisfaction along with balanced need satisfaction were linked with autonomous motivation but not with controlled motivation. The present findings imply that balanced satisfaction of the needs for autonomy, competence and relatedness can be an additional source of optimal motivation and functioning in physical education.

Primary school teachers in Ghana are non-specialists but are required to teach physical education (PE) in addition to the regular subjects taught in primary classrooms (CS). Using a Self-Determination Theory, this study examined classroom teacher trainees’ (TT) perceived competence and intrinsic motivation in learning to teach PE. In addition, the study compared TTs’ competence and motivation in PE and CS. Participants included a purposive sample of 190 from two colleges of education in Ghana. They completed modified forms of the Perceived Competence Scale (PCS) and the Intrinsic Motivation (IM) subscale of the Perceived Locus of Causality once. Descriptive statistics showed most TTs had moderate to high levels of competence and intrinsic motivation both in PE and CS. Independent Samples t-Test and One-Way ANOVA analyses indicated significant gender and grade level differences for PCS in PE. A Paired-Samples t-Test analysis indicated TTs’ PCS mean score was significantly higher in CS than that in PE. However, TTs’ motivation in PE and CS were similar. The classroom teacher trainees in this study perceived themselves to be less competent in PE than in non-PE contents (CS), even though their levels of motivation to learn to teach in both contexts were similar. This is consistent with extant literature that teachers in Ghanaian primary schools are not adequately prepared to teach PE. The development of children’s PE programs in the country’s teacher education institutions is warranted.

Achievement Goal Theory (AGT) has been applied as core concept for understanding and promoting students’ motivation in physical education (PE) and shows considerable relevance for theoretically and empirically justifying the significance of PE. However, systematically organized reviews of empirical research on AGT are limited to physical activities without explicit PE perspective. First, we aimed to compile basic tenets of AGT and its pedagogical potential for PE. Second, to bring together key findings and discuss future research, we systematically examined the existing empirical literature that applied AGT constructs in both observational and interventional PE settings. We searched the Web of Science, Scopus, Education Source, ERIC, SPORTDiscus, Physical Education Index, PsychInfo, and PsychArticles databases to identify English-language peer-reviewed journal articles with no restriction to publication date. The review was conducted according to the PRISMA Statement. Two independent reviewers screened all studies identified for eligibility, and assessed the methodological quality as well as the risk of bias. A total of 91 studies were included for analysis. Most of the studies (70) were observational, 21 studies were intervention based. On average, the methodological quality of the included studies was moderate and the risk of bias was moderate to high. Mastery goals, mastery-approach goals, and mastery climates appear to be highly relevant for supporting multiple political and curricular PE aims such as psychological well-being, motor skill development, general sports participation, prosocial behavior, and aspects of healthy living. Achievement goal profiles combining high mastery goals, high to low performance goals, and performance-approach goals partly show desirable functions. The results provide comprehensive information for planning and shaping PE lessons based on AGT constructs that match the intended ambitions. The integration of the results into everyday school PE practice is a promising avenue for promoting students’ motivation in PE and for fulfilling the overall political and curricular aims. However, this may be challenging in PE practice, as PE teachers at least partially follow a performance-pedagogical structure, including an orientation towards agonal sports, competition, and social comparison.

Objective :This study aims to examine the effect of the blended learning model on learning motivation in physical education for fifth-grade students at SD Aisyiyah, Sukabumi. Method: The research employed a quantitative pre-experimental design using a One-Group Pretest-Posttest Design. The population consisted of all fifth-grade students, and a sample of 21 students was selected using cluster random sampling within a probability sampling framework. The data were analyzed using descriptive statistics and a paired-sample t-test. The collected data were analyzed using descriptive statistics and a paired sample t-test. Results: The analysis demonstrated an increase in student learning motivation after the implementation of blended learning. The pretest produced a mean score of 27.04 (SD=9.255), while the posttest mean score increased to 38.00 (SD=3.619). The paired-sample t-test yielded a significance value of 0.000 (<0.05), that the blended learning model had a significant effect on students’ learning motivation. Novelty: This study contributes to the existing literature on blended learning by emphasizing its effectiveness in enhancing motivation in physical education, an area that often receives less attention compared to academic subjects. The findings offer empirical evidence that blended learning can be a valuable approach in elementary school to promote students’ engagement and motivation in physical activity learning.


 
 
 
 
 This research was conducted on high school teachers in Physical Education in Bireuen District, with the aim being a). To find out the magnitude of the influence of the Principal's Leadership on teacher motivation in Physical Education in high schools throughout Bireuen Regency; b). To find out the magnitude of the influence of organizational culture on teacher motivation in Physical Education in high schools throughout Bireuen Regency; c). To find out the magnitude of the effect of financial compensation on the motivation of teachers in Physical Education in high schools throughout Bireuen Regency; and D). To find out the simultaneous influence of the Principal's leadership, organizational culture, and Financial Compensation on the motivation of teachers in Physical Education in the Bireuen District. This research is in the form of quantitative research with a survey of 60 high school Physical Education teachers in the Bireuen Regency, by collecting data through a questionnaire. And the method of data analysis with statistics with the path analysis approach. The results showed that 1). there is an influence of the Principal's Leadership factors on the motivation of high school Physical Education teachers in the Bireuen Regency, which is equal to 35.16%. 2). It also proves the influence of organizational culture factors, namely school culture on the motivation of high school Physical Education teachers in the Bireuen Regency, which is 18.46%. Bireuen, which is 13.81%. 4). The results of the analysis of the value of the coefficient of determination explain that the contribution of the factors of Principal Leadership, Organizational Culture and Financial Compensation to the Physical Education Motivation of 67.4%.
 
 
 
 

This research was conducted on high school teachers in Physical Education in Bireuen District, with the aim being a). To find out the magnitude of the influence of the Principal's Leadership on teacher motivation in Physical Education in high schools throughout Bireuen Regency; b). To find out the magnitude of the influence of organizational culture on teacher motivation in Physical Education in high schools throughout Bireuen Regency; c). To find out the magnitude of the effect of financial compensation on the motivation of teachers in Physical Education in high schools throughout Bireuen Regency; and D). To find out the simultaneous influence of the Principal's leadership, organizational culture, and Financial Compensation on the motivation of teachers in Physical Education in the Bireuen District. This research is in the form of quantitative research with a survey of 60 high school Physical Education teachers in the Bireuen Regency, by collecting data through a questionnaire. And the method of data analysis with statistics with the path analysis approach. The results showed that 1). there is an influence of the Principal's Leadership factors on the motivation of high school Physical Education teachers in the Bireuen Regency, which is equal to 35.16%. 2). It also proves the influence of organizational culture factors, namely school culture on the motivation of high school Physical Education teachers in the Bireuen Regency, which is 18.46%. Bireuen, which is 13.81%. 4). The results of the analysis of the value of the coefficient of determination explain that the contribution of the factors of Principal Leadership, Organizational Culture and Financial Compensation to the Physical Education Motivation of 67.4%.

Situated expectancy-value theory (SEVT) proposes that students’ motivation is shaped by their expectancy for success, the value attached to the task, and the associated costs. However, most existing research has overlooked the significant role of cost when examining students’ motivation in physical education (PE). Based on SEVT, the present study aims to provide a more holistic understanding of student motivation in PE by reviewing SEVT-based research conducted over the past 20 years. Method: Abstracts and topics related to, in conjunction with expectancy-value theory and SEVT, were searched. SEVT-based articles in PE published between 2004 and 2024 were retrieved from the Web of Science. The study analyzed the measurement methods of cost, its components, and its role in PE motivation and learning. Of the 33 articles reviewed, only eight integrated cost. Two major approaches to measuring cost emerged: (1) the use of open-ended questions (e.g., “If there is anything that you do not like about PE, what is it and why?”) to identify relevant costs, and (2) the application of scales developed from classroom-based subjects. In addition, cost-related physical and social dimensions were identified, underscoring the domain-specific nature of cost in PE. The significant role of cost was supported by its influence on students’ decisions to continue participating in PE, their physical activity intensity, and their class engagement. Cost is a significant motivational construct that plays an important role in PE motivation. Based on the domain-specific motivational context, cost should be measured using a tailored scale that emphasizes the physical and social characteristics of PE. Future research should develop such a tailored cost scale and further examine the role of cost in SEVT to determine whether it should be measured independently.

ObjectiveQuality physical education (PE) is the cornerstone of comprehensive school physical activity (PA) promotion programmes. We tested the efficacy of a teacher professional learning intervention, delivered partially via the internet,...

This study investigates the impact of gamification teaching on students’ motivation in physical education using questionnaires, teaching experiments, and mathematical statistics. A gamified sports teaching model, grounded in the self-determination motivation theory and analyzed through a multiple regression model, was designed to assess motivational stimulation. Results showed that gamified physical education significantly improved motivation in the experimental class compared to the control class (P < 0.05). The average physical education score in the experimental class was 77.67, 5.08 points higher than the control class. Internal motivation, identity regulation, intake regulation, and external regulation ratings were 4.132, 3.992, 4.172, and 4.156, respectively. Regression analysis confirmed that gamified teaching positively influenced motivation, with self-determination theory effectively mediating students’ physical education learning motivation.

Assessing the motivational responses of 328 secondary school students, this study examined a model of student motivation in physical education that incorporated constructs from achievement goal and self-determination theories. The focus was on the prediction of students' intention to partake in physical activity outside of physical education. Structural equation modeling analysis supported a model in which an autonomy-supportive climate, and to a lesser extent perceptions of a mastery climate, positively impacted hypothesized mediating variables (i.e., autonomy, competence, relatedness) to foster self-determined motivation. Self-determined motivation was found to positively predict, whereas amotivation was a negative predictor of leisure-time physical activity intentions.

(2006). Enhancing Motivation in Physical Education. Journal of Physical Education, Recreation & Dance: Vol. 77, No. 2, pp. 41-51.

The purpose of this dissertation was to integrate the expectancy-value model of achievement choice and self-efficacy theory among middle school students, with the goal of better understanding students’ motivational beliefs and the factors that influence these beliefs. Three quantitative studies were conducted to address this purpose. In study 1, the expectancy-value model constructs (expectancy-related beliefs and subjective task values) and self-efficacy theory constructs (self-efficacy and outcome expectancy) were measured in a sample of 225 students and were used to predict students’ in-class activity levels during a 2-week follow-up. Results of path analyses yielded that the hypothesized model fit the data well. Specially, self-efficacy had the greatest effect on activity levels followed by subjective task values. Expectancy-related beliefs and outcome expectancy indirectly predicted activity levels via self-efficacy. The overall variances in self-efficacy and in-class activity levels explained by the model were 54% and 23%, respectively. Study 2 investigated how students’ motivation toward physical education changed over the course of one school year among 206 students, and how grade and gender affected motivation. The results highlight that, self-efficacy and subjective task values were significant predictors of students’ intention for future participation in physical education across cohorts. This longitudinal study revealed a consistent decline in the mean levels of the study variables. However, there were no gender differences for any of the study variables. Study 3 examined the effects of two different learning contents (soccer and fitness) on students’ motivational beliefs (self-efficacy, subjective task values, and outcome expectancy) and their in-class activity levels. The results suggest that students reported higher scores in self-efficacy and outcome expectancy toward fitness than they did toward soccer. Nevertheless, students exhibited significantly higher in-class activity levels in the soccer class than they did in the fitness stations class. The results were interpreted from the perspectives of expectancy-value model and self-efficacy theory, and the educational implications were provided for physical education teachers and practitioners.

<p>目的：本研究藉由酌修張炳煌 (2017) 翻譯修訂之「中文版師資培育學程選擇動機量表」(Chinese version of the Motivation for Choosing Teacher Education Scale, C-FEMOLA) 題項的用字遣詞，並酌減C-FEMOLA題項的數量，進一步將C-FEMOLA修訂成中等學校體育師資生「師資培育學程選擇動機量表」(motivation for choosing teacher education scale-preservice teachers specializing in physical education at the secondary level, MCTES-PTSPESL)，並檢驗其信度與效度。方法：藉由國立臺灣體育運動大學126位體育師資生為研究對象，針對研究樣本透過問卷調查的方式蒐集相關資料，接著進行項目分析、試探性因素分析與驗證性因素分析，並計算Cronbach’s α係數，以檢驗MCTES-PTSPESL的信度與效度。結果：在個別題項的適切性方面，項目分析發現，MCTES-PTSPESL個別題項的適切性佳，21個題項皆予以保留。在效度方面，試探性因素分析與驗證性因素分析皆發現，MCTES-PTSPESL包含「自我能力信念」、「任務難度較低」、「主修科目興趣」、「教育興趣」、「社會影響」、「經濟效用性」及「時間效用性」等七個分量表，具有良好的構念效度。在信度方面，七個分量表的α值介於.67至.90；總量表的α值為.87。結論：MCTES-PTSPESL具有良好的信度與效度，適合用來測量中等學校體育師資生師資培育學程選擇動機。</p> <p> </p><p>Objective: This study used the items of the Chinese version of the Motivation for Choosing Teacher Education Scale (C-FEMOLA) as the basis and reduced the number of items in C-FEMOLA from 30 to 21. The modified C-FEMOLA was subsequently revised into the Motivation for Choosing Teacher Education Scale—Preservice Teachers Specializing in Physical Education at the Secondary Level (MCTES-PTSPESL), reliability and validity of which were tested. Methods: The research participants consisted of 126 preservice teachers studying in National Taiwan University of Sport. This study used the questionnaire survey method to collect data. Item analysis, exploratory factor analysis (EFA) and confirmatory factor analysis (CFA) were conducted on the research sample. In addition, Cronbach’s α coefficients were calculated to validate the reliability and validity of MCTES-PTSPESL. Results: Item analysis results revealed that the individual items of MCTES-PTSPESL exhibited high relevance and the 21 items were all preserved. The EFA and CFA results revealed that MCTES-PTSPESL contained 7 subscales, namely, ability beliefs, low task difficulty, subject-specific interest, educational interest, social influence, financial utility, and time compatibility utility, all of which exhibited favorable construct validity. The Cronbach’s α values of the 7 subscales were between .67 and .90 and the Cronbach’s α value of the scale was .87. Conclusion: MCTES-PTSPESL exhibited favorable reliability and validity and is suitable for measuring motivation for choosing teacher education programs among preservice teachers specializing in physical education at the secondary education level.</p> <p> </p>

Objective: This study explored whether pupils’ state body satisfaction during physical education related to the degree to which they indicated that physical education stimulated them to engage in sports activities outside of school. It also investigated whether pupils’ self-determined motivation mediated this relationship, such that pupils with higher body satisfaction were more likely to value and enjoy the lessons, and to indicate they would re-engage in the activities outside of physical education. Methods: The study involved 506 13–14-year-old pupils (51.19% girls) in England, who completed validated questionnaires to measure perceived body satisfaction, motivation for physical education and the perceived sport promoting role of physical education. Results: Results showed that body satisfaction positively related to the perceived sport promoting role of physical education in girls. The relationship between state body satisfaction during physical education and the perceived sport promoting role of physical education was partially mediated by pupils’ self-determined motivation. Conclusion: Pupils who felt more comfortable and satisfied with their physical appearance seemed to value and enjoy physical lessons more, and this more positive experience stimulated them to re-engage in the activities outside school.