Motivation toward physical education: what do we know about change?
journal contributionposted on 12.01.2021, 14:03 by Christopher Spray
The study of motivation in physical education has been buoyant for a number of decades in an attempt to understand and explain young people’s feelings about their experiences in class and whether these experiences lead to important consequences such as learning, sport participation and performance, and engagement in physical activity more broadly. This body of work has revealed that motivation indeed has clear ramifications for a host of cognitive, emotional and behavioural factors in physical education. However, the majority of this research has merely taken a snapshot of pupils’ motivation and its relationships with key variables at one moment in time. Researchers have more recently focussed to a greater extent on change in motivation by following pupils through sections of their school careers. In this article, I will identify some of the components of motivation that have been shown to change over time and their implications for teaching. These components relate to pupil differences (personal factors), as well as perceptions of the physical education class environment. A particular focus of late has been the class changes that pupils perceive across the transition from primary to secondary school and their impact on physical self-perceptions.
- Sport, Exercise and Health Sciences