Teachers play a fundamental role in students’ learning, motivation, and engagement. However, research has mainly focused on how teachers influence students, while teachers’ own motivational processes have received less attention. Based on Self-Determination Theory, this research examined the antecedents of Physical Education teachers’ motivation and their impact on basic psychological and types of motivation.. Study 1 ( n = 66) used mixed methods to identify positive antecedents (harmonious passion, job security, student engagement, autonomous motivation, and need satisfaction) and negative antecedents (obsessive passion, students’ controlled motivation, amotivation, and need frustration). Study 2 ( n = 350) analyzed how these antecedents affect teachers’ motivation via need satisfaction and need frustration using structural equation modeling. Results showed harmonious passion, job security, and student engagement positively predicted need satisfaction, whereas obsessive passion and student amotivation negatively predicted need frustration. Need satisfaction promoted autonomous motivation; need frustration positively predicted controlled motivation and amotivation. These findings underscore the importance of teachers’ antecedents in shaping motivational processes in physical education.
Purpose : The current study aimed to examine the associations among affective responses, intrinsic motivation, theory of planned behavior constructs, and moderate to vigorous physical activity (MVPA) in physical education lessons. Method : A total of 967 Chinese adolescents ( M age = 15.8 years, SD = 1.48) participated in a 1-month prospective study and completed questionnaires assessing affective responses, intrinsic motivation, theory of planned behavior constructs, and MVPA in physical education lessons. Results : Full structural equation modeling indicated that affective appraisal during lessons showed the strongest prospective associations with intention and follow-up MVPA via intrinsic motivation and theory of planned behavior constructs, whereas affective feeling during lessons demonstrated smaller indirect effects. In contract, postlesson affective responses were generally weaker or nonsignificant. Conclusion : Positive affective appraisal during lessons appears to be particularly important for adolescents’ motivation and engagement in MVPA within physical education contexts. Future research employing experimental designs and in-the-moment affect assessments is needed to more robustly examine underlying causal mechanisms.
Purpose : The study of character education is a (re)emerging paradigm of scholarship. This project sought to bolster the virtue-ethical interpretation of physical education by investigating one middle school teacher’s attempt at educating for character through educational games. Method : Data were collected with six techniques and analyzed using a deductive, thematic analytic approach over a 12-month period. Results : Findings unpack Ray’s organizational structure, pedagogy, and content. Discussion/Conclusion : Providing clues into the realities and motivations behind using a student-designed games approach to teaching character, this research complements the debate about how, why, and in which ways moral ideals can be integrated meaningfully into modern curriculums. Additional research focused on unpacking the concept of character from the lens of alternative games-based approaches, such as teaching games for understanding, play practice, and the like, would be helpful in unpacking the role, purpose, and value of games in the cultivation of a flourishing society.
Purpose : This study integrates the Theory of Planned Behavior and the Technology Acceptance Model to examine factors influencing physical education (PE) teachers’ intention to use digital technology in teaching. Method : Survey data were collected from 734 in-service primary and secondary school PE teachers in China and analyzed using structural equation modeling. Results : Subjective norms, behavioral attitudes, and perceived usefulness significantly predicted PE teachers’ intention to use digital technology, whereas perceived behavioral control was not a significant direct predictor of intention. Perceived ease of use did not directly predict intention, but it influenced it indirectly through perceived usefulness and behavioral attitudes. Conclusion : These findings partially support the integrated Theory of Planned Behavior and Technology Acceptance Model model in PE, highlighting social, individual, and technological influences and offering implications for policy, leadership, teacher education, and technology development.
Purpose : To analyze how students perceive their PE teacher’s interpersonal style when a structured sequence of pedagogical approaches (student- and teacher-centered) is implemented and to examine whether this intervention leads to motivational outcomes. Method : A preexperimental design with two measurement points was used, involving 58 third-year secondary students ( M age = 14.02, SD = 0.22). The intervention comprised three consecutive learning units. Pre–post differences were analyzed using repeated-measures multivariate analyses of variance. Results : Significant increases in autonomy-supportive and structuring teaching styles, with significant reductions in controlling and chaotic teaching styles, were found. Students reported significant improvements in autonomy, competence, and relatedness satisfaction; intrinsic motivation; integrated, identified, and introjected regulation; and intention to be physically active, alongside reductions in autonomy frustration, external regulation, and amotivation. Discussion/Conclusion : A structured pedagogical sequence can enhance students’ motivation and perceptions of teaching in PE, offering preliminary evidence that such sequencing may effectively guide coherent, adaptable, and inclusive instruction.
Background : Postpandemic educational transformation has compelled schools to adopt digital technologies and hybrid learning approaches, particularly in physical education, sports, and health. However, a significant disparity remains in the readiness and understanding of policy implementation across regions such as Aceh, Indonesia. Objective : This study aims to evaluate infrastructure readiness, teacher adaptation, the implementation of digital-based physical fitness assessments, and the gap between education policies and actual practices in secondary schools in Aceh within the context of postpandemic physical education, sports, and health learning. Methods : A descriptive, qualitative approach was employed, utilizing in-depth interviews, focus group discussions, observations, and document analysis. The participants included 250 respondents from 50 schools across 10 districts and cities in Aceh. Thematic analysis was applied, supported by triangulation of sources, methods, and researchers. Results : Five key findings emerged: (a) uneven implementation of digital learning policies, (b) limited technological infrastructure in most schools, (c) varying levels of teacher adaptation to digital technologies, (d) unequal access to digital fitness assessment tools, and (e) inadequate policy support for teacher well-being. Data were presented using thematic tables, bar charts, Venn diagrams, and thematic distribution maps. Conclusion : This study underscores the pressing need for education policies that are contextually relevant, adaptable, and grounded in the realities of school environments. Future policy development should focus on infrastructure readiness, continuous professional development, and support for teacher well-being to meet the demands of postpandemic digital learning.
Purpose : This study examined factors influencing preservice physical education teachers’ adoption of ChatGPT, extending the technology acceptance model with trust and perceived risk. Method : Participants were 345 physical education teacher education students in Taiwan who completed measures of perceived ease of use, perceived usefulness, trust, perceived risk, and usage behavior. Usage was operationalized across three authentic tasks, information gathering, problem solving, and idea generation to reflect ecological validity. Data were analyzed using partial least-squares structural equation modeling. Results : Perceived ease of use positively predicted perceived usefulness and usage, and perceived usefulness positively influenced both trust and usage. Perceived risk negatively predicted trust, and trust positively predicted usage. The model explained 78.4% of the variance in trust and 72.1% in usage behavior. Discussion/Conclusion : Findings highlight trust and risk as key affective–evaluative mechanisms in embodied learning, offering guidance for responsible integration of generative AI into physical education teacher education.
Background : Physical education (PE) is central to adolescent well-being, but outcomes arise from complex individual, pedagogical, and environmental interactions that linear methods often overlook. Objective : This study used machine learning to identify key predictors of student well-being, enjoyment, learning climate, and attitudes toward physical activity in Brunei secondary schools. Methods : A cross-sectional survey involved 1,791 students (aged 12–14) and 56 PE teachers from eight schools. Random Forest and XGBoost were compared with linear regression using root mean square error, R 2 , and mean absolute error. Results : Machine learning achieved higher predictive accuracy. Well-being was linked to health behaviors (sleep, body mass index and activity frequency) and PE delivery (class duration and teacher experience). Enjoyment was shaped by positive attitudes, and supportive learning climates. Equipment and class size influenced perceptions, and limited PE-specific teacher training highlighted systemic barriers. Conclusion : Machine learning uncovered modifiable predictors of PE effectiveness, emphasizing supportive climates, qualified teachers, and improved resources.
Purpose : This cross-sectional study examined relationships between physical education (PE) exposure and school-level academic and discipline outcomes in Illinois. Method : Publicly available 2024 data from the Illinois State Report Card and School Health Map were merged for 338 PK–8 schools and high schools. PE exposure was measured as weekly frequency and minutes. Pearson correlations and multiple regressions controlling for class size tested associations with academic proficiency and discipline incidents. Results : In PK–8 schools, PE frequency was positively associated English, mathematics, and science proficiency. When frequency and total minutes were modeled simultaneously, total weekly minutes demonstrated negative conditional associations with mathematics and science. In high schools, total PE minutes were negatively associated with English and mathematics. No associations were observed with exclusionary discipline actions. Discussion/Conclusion : Frequent PE access may be more consistently associated with academic proficiency than total weekly minutes alone. Negative associations for total minutes should be interpreted cautiously given scheduling structure, cross-sectional design, and unmeasured contextual factors.
Purpose : While physical education (PE) teachers’ beliefs, identities, and motivations are key factors for teaching effectiveness, and professional well-being there has been little consideration for how these beliefs develop in teacher training. The purpose of this mixed methods cross-sectional study was to explore PE preservice teachers (PST) professional teaching beliefs, identities, and motivations for quality PE entering core PE teacher education training (fifth semester). Methods : The PE PSTs ( N = 367) completed surveys regarding their beliefs and a subsample ( n = 10) and completed follow-up interviews. Results : Findings showed that PSTs reported positive beliefs about the profession, teaching identity, and motivation. Female PSTs held several more positive beliefs compared with male PSTs. Qualitative findings showed four themes: (a) initial motivators in becoming a physical educator, (b) developing purpose/value for PE since joining PE teacher education program, (c) stressors of becoming a PE teacher, and (d) continued motivation. Discussion/Conclusion : Understanding PSTs beliefs can aid the positive impact of PE teacher education.
Purpose : The sport education model (SEM) has established itself as an active methodology in the pedagogy of physical activity and sport. However, there is a considerable gap in its application in out-of-school contexts. This study sought to systematically analyze, evaluate, and identify the key elements of SEM application outside the curricular context from the perspectives of both teaching and learning. Method : Nine databases were searched, and 17 articles were retrieved. The 2020 Preferred Reporting Items for Systematic Reviews and Meta-Analyses checklist was used to report eligibility criteria, risk of bias, study selection, and data extraction. Results : SEM in out-of-school contexts improves physical activity levels and promotes children’s physical, socioaffective, and cognitive development. Its application in socially vulnerable environments increases levels of autonomy, competence, and relatedness. Discussion/Conclusion : SEM shows promise as an effective educational model compared with other traditional methods in out-of-school contexts. It represents an emerging line with a wide pedagogical potential when implemented properly with all of its relevant aspects.
Purpose : This study examined the acute effects of a mindfulness-based exercise integrated at the end of a physical education (PE) lesson on selective attention and concentration, students’ behavioral self-regulation including physical arousal and classroom atmosphere, and learning engagement in first- and third-grade children. Methods : A total of 85 children (36 first graders and 49 third graders) experienced two conditions: (a) regular PE and (b) PE followed by a 5-min guided mindfulness activity. Outcomes included a standardized concentration test, video-based movement tracking during a 15-min break using machine-learning-based algorithms, and teacher ratings of the post-PE lesson. Results : Among first graders, PE followed by a 5-min guided mindfulness activity significantly reduced post-PE physical arousal (−25%, p < .05) and was associated with improved behavioral self-regulation and a better classroom atmosphere. No differences were found in concentration scores or in any outcomes for third graders. Conclusion : A brief mindfulness exercise after PE may support younger children’s preparation for learning in the classroom.
Purpose: Physical inactivity in youth is addressed through physical education (PE), where motivational climates impact student engagement. Unfortunately, existing questionnaires often fail to accurately measure motivational climate in PE. This article presents three studies that led to the development and validation of a short French version of motivational climate questionnaire in PE (Short French Motivational Climate Questionnaire in PE), tested with pupils from Quebec and France. Methods and Results: Study 1 involved creating a pool of 57 items with a group of eight experts and 10 cognitive interviews with pupils. In Study 2, factor analysis of 402 observations refined the questionnaire from 22 items to a final 12-item version, showing enhanced validity and reliability. Study 3 confirmed the 12-item version's factor structure and assessed measurement invariance across gender and countries through 406 observations. Discussion/Conclusion: The 12-item Short French Motivational Climate Questionnaire in PE produced strong psychometric properties for assessing motivational climates in PE and complements existing observational tools in PE, supporting research and professional development.
Purpose : This study aims to analyze the evolution of cognitive structures in China’s compulsory physical education and health curriculum standards. Method : Drawing upon Bloom’s taxonomy, this study conducts an epistemic network analysis of three editions of China’s compulsory physical education and health curriculum standards. A two-dimensional coding framework was applied to extract knowledge types and cognitive levels, followed by the use of epistemic network analysis to map and compare the cognitive structures across different editions. Results : The analysis reveals marked differences in knowledge types and the patterns of cognitive level connections across the three editions. Over time, higher order cognitive levels, such as analyze, evaluate, and create, have shown a significant increase in both centrality and linkage strength. However, lower order cognitive levels, particularly those related to skill acquisition and application, still dominate the structure of the standards. Discussion/Conclusion : These findings underscore a gradual shift toward more cognitively complex learning goals in China’s physical education and health curriculum while highlighting the persistent emphasis on skill-oriented learning.
The Teaching Personal and Social Responsibility (TPSR) model is widely regarded as an effective approach for promoting students’ holistic development in the physical education (PE) setting. However, few studies have thoroughly examined the implementation process of TPSR in PE, particularly at the lower elementary school level. This study aimed to identify the facilitators and barriers to applying TPSR and to explore the evolution of PE teachers’ pedagogical strategies during the implementation process. Two certified female PE teachers participated in the study. Data were collected through three semistructured interviews (pre-, mid-, and postsession), teachers’ reflective journals, and field observations. The findings revealed two facilitators and three barriers to TPSR implementation, along with five prominent themes reflecting teachers’ progression in pedagogical strategies. Findings provide practical guidance for physical teachers to effectively navigate the facilitators and barriers, aiming for more successful and impactful TPSR curricula.
Purpose : Multisectoral partnerships (MSPs) are essential for addressing complex public health issues, yet little is known about how MSPs promoting health, physical activity, and physical literacy are developed and sustained in K–12 settings. This scoping review aimed to map and synthesize existing research in the promotion of health, physical activity, and physical literacy in schools. Method : Following standard scoping review methodology, five databases were searched. Three independent reviewers screened and extracted data. Basic numeric and content analysis were used to thematically present the findings. Results : From 3,753 studies, 13 met inclusion criteria. This review identified key actors, enablers (e.g., collaboration, having a champion), and barriers (e.g., systemic, operational) in school-based MSPs, along with research gaps. Discussion/Conclusion : Findings highlight the need for robust funding, curriculum integration, and strong communication. Future research should focus on MSPs specific to physical literacy and quality physical education, exploring strategies to enhance partnership sustainability in diverse educational settings.
Purpose : This systematic review investigated the effects of technology-integrated interventions on physical activity (PA) in K–12 school physical education (PE), analyzing their effectiveness in improving PA-related outcomes and identifying the types and functions of technology utilized. Method : Following PRISMA (Preferred Reporting Items for Systematic reviews and Meta-Analyses) 2020 guidelines, seven databases were searched, yielding 21 studies on technology-integrated PA interventions in K–12 PE. Results : Technology-integrated interventions in PE generally improved PA levels and related outcomes; however, the effectiveness varied by intervention design and contextual factors. Wearable devices were commonly used for measurement, whereas other technologies like exergames and mobile applications served educational and communication purposes. Discussion/Conclusion : This review supports technology integration in PE as a valuable strategy for improving K–12 PA participation and motivation. Future research should employ rigorous, longitudinal designs across diverse age groups and settings to establish evidence-based best practices for promoting lifelong PA.
