An Idiographic Analysis of Amotivation in Compulsory School Physical Education
Abstract
The purpose of this study was to provide an in-depth account of amotivation in compulsory school physical education by examining its major causes, the way it is displayed, and how it can be tackled. From an initial participant pool of 390 British schoolchildren ages 14 to 15 years, 21 of them (15 girls and 6 boys) were selected to participate in semi-structured interviews. They were categorized as being amotivated based on their responses to a questionnaire measuring motivation in physical education. Three main perceived causes of amotivation were identified in the interviews: learned helplessness beliefs, low need satisfaction, and contextual factors. Amotivation was mainly displayed by nonattendance, low involvement in the class, and low intention to be physically active after leaving school. Students’ suggestions for reducing amotivation focused on the enhancement of positive affect, need satisfaction, and structural/organizational changes. The findings are discussed in conjunction with contemporary motivation theories and models of amotivation.
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Common features of PE teacher practice, such as using controlling language or using exercise as punishment, can have immediate and long-term impacts on students' motivation to be active.
“Common features of PE teacher practice, such as using controlling language (e.g., terms like ‘must’, ‘should’ or ‘have to’ that convey pressure and/or coerce individuals to act in ways that are inconsistent with their sense of self), or using exercise as punishment, can have immediate and long-term impacts on students’ motivation to be active [25–29].”
Students in some studies reported a climate that had little emphasis on learning and improvement, in which attention is given to the most competent students and praise was only provided when students outplayed their peers.
“students in some studies reported a climate that had little emphasis on learning and improvement, in which attention is given to the most competent students and praise was only provided when students outplayed their peers 52.”
From The school environment and adolescent physical activity and sedentary behaviour: a mixed-studies systematic review (2016) · cites this paper as [52]
Students reported that they would like teachers to make them feel more involved and give students more choice.
“Students reported that they would like teachers to make them feel more involved and give students more choice 40, 52”
From The school environment and adolescent physical activity and sedentary behaviour: a mixed-studies systematic review (2016) · cites this paper as [52]
PE teacher's behaviours were consistently highlighted as important for facilitating motivation and participation within PE and involvement in physical activity in general.
“PE teacher's behaviours were discussed in several studies 51, 52, 65, 66, and the findings consistently highlighted the importance of several behaviours for facilitating motivation and participation within PE and involvement in physical activity in general.”
From The school environment and adolescent physical activity and sedentary behaviour: a mixed-studies systematic review (2016) · cites this paper as [52]
In a study of students identified as 'motivated' for PE, a desire for groups of similar ability was expressed.
“In a study of students identified as ‘motivated’ for PE, a desire for groups of similar ability was expressed 52.”
From The school environment and adolescent physical activity and sedentary behaviour: a mixed-studies systematic review (2016) · cites this paper as [52]
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- Authors
- Ntoumanis, N., Pensgaard, A.-M., Martin, C., & Pipe, K.
- Affiliations
- University of Birmingham (GB)
- Venue
- Journal of Sport and Exercise Psychology
- Publisher
- Human Kinetics
- Published
- 2004-06
- Volume
- 26
- Issue
- 2
- Pages
- 197-214
- ISSN
- 0895-2779 (ISSN-L)
- 1543-2904
- OpenAlex
- W1788018287
- Cited by
- 222
- References
- 37
- Citations by year
- 2026: 4 · 2025: 5 · 2024: 8 · 2023: 14 · 2022: 6 · 2021: 23 · 2020: 15 · 2019: 8 · 2018: 7 · 2017: 12 · 2016: 12 · 2015: 17 · 2014: 11 · 2013: 17 · 2012: 11
- FWCI
- 6.97
- Type
- journal article
- Language
- en
- Open access
- closed
- Locations
- Journal of Sport and Exercise Psychology (publishedVersion)
- University of Birmingham Research Portal (University of Birmingham) (publishedVersion)
- University of Birmingham Institutional Research Archive (University of Birmingham) (acceptedVersion)
- Topics
- Social Sciences › Psychology › Social Psychology › Motivation and Self-Concept in Sports
- Health Sciences › Health Professions › Physical Therapy, Sports Therapy and Rehabilitation › Physical Education and Pedagogy
- Social Sciences › Psychology › Experimental and Cognitive Psychology › Education, Achievement, and Giftedness
- Keywords
- amotivation, physical education, elementary school students, learned helplessness, need satisfaction, contextual factors, student motivation, physical activity intention, motivation theories, organizational change
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