Reconstructing Student Motivation in Physical Education: A Psychopedagogical Perspective on Engagement and Sports Learning Experiences

Author


Fadya Arifin(1Mail), Raihan Nurras(2), Teguh Oktaf Fighter Gulo(3), Yolrind Exaudi Lase(4),
(1) Sekolah Tinggi Olahraga dan Kesehatan Bina Guna,
(2) Sekolah Tinggi Olahraga dan Kesehatan Bina Guna,
(3) Sekolah Tinggi Olahraga dan Kesehatan Bina Guna,
(4) Sekolah Tinggi Olahraga dan Kesehatan Bina Guna,

Mail Corresponding Author
Article Analytic
  [File Size: 302KB]  Language: en
Available online: 2026-10-28  |  Published : 2026-10-28
Copyright (c) 2026 Fadya Arifin, Raihan Nurras, Teguh Oktaf Fighter Gulo, Yolrind Exaudi Lase
Article can trace at:

Article Metrics

Abstract Views: 20 times PDF Downloaded: 2 times

Abstract


This study aims to reconstruct an understanding of student motivation through a psychopedagogical perspective by examining the relationships among psychological needs, pedagogical climate, emotions, and sports experiences. The study employs a qualitative literature review approach, using a thematic-interpretative synthesis of eleven selected scientific articles as the core corpus, supported by a broader body of conceptual and methodological literature. Quantitative literature is used to understand relationships among constructs, while qualitative findings help interpret experiences and meanings; the two are not treated as equivalent forms of causal evidence. The synthesis yields four interpretative themes: (1) motivation between personal autonomy and compliance with learning demands; (2) experiences of competence, recognition of progress, and achievement orientations; (3) relational engagement through social acceptance and opportunities to express opinions; and (4) the meaning of sport through emotions, challenges, novelty, and personal relevance. These themes demonstrate that activity choices, assessment, competition, and group work may be experienced differently by students. Self-Determination Theory serves as the primary lens for examining the quality of students’ reasons for participation; Achievement Goal Theory explains standards of success; and Control-Value Theory helps interpret emotions based on perceived control and the value of activities. Integrating these three theories offers a contextual framework for understanding motivation. The implications highlight the need for physical education learning environments that provide structured choices, progress-oriented feedback, opportunities for contribution, and an inclusive social climate.

Keywords


student motivation; physical education; psychopedagogy; basic psychological needs; learning engagement; sports learning experiences; qualitative literature review.

References


Aartun, I., & Standal, Ø. F. (2026). Exploring the embodied experiences of social relationships in physical education. Curriculum Studies in Health and Physical Education, 17(1), 32–49. https://doi.org/10.1080/25742981.2024.2376154

Abdulla, A., Whipp, P. R., McSporran, G., & Teo, T. (2022). An interventional study with the Maldives generalist teachers in primary school physical education: An application of self-determination theory. PLOS ONE, 17(5), Article e0268098. https://doi.org/10.1371/journal.pone.0268098

Adank, A. M., Van Kann, D. H. H., Borghouts, L. B., Kremers, S. P. J., & Vos, S. B. (2024). That's what I like! Fostering enjoyment in primary physical education. European Physical Education Review, 30(2), 283–301. https://doi.org/10.1177/1356336X231205686

Alonso-Vargas, J. M., Zurita-Ortega, F., Ubago-Jiménez, J. L., Tadeu, P., & Melguizo-Ibánez, E. (2026). Pedagogical models application in physical education on motivational variables, intention to be physically active and basic psychological needs satisfaction: A systematic review with meta-analysis and meta-regression. Frontiers in Psychology, 17, Article 1897090. https://doi.org/10.3389/fpsyg.2026.1897090

Askildsen, C.-E. M., & Aggerholm, K. (2024). Practising in physical education: A phenomenologically grounded study of student experiences. Sport, Education and Society, 29(9), 1041–1055. https://doi.org/10.1080/13573322.2023.2265384

Boke, H., Aygun, Y., Tufekci, S., Yagin, F. H., Canpolat, B., Norman, G., Prieto-González, P., & Ardigò, L. P. (2025). Effects of cooperative learning on students’ learning outcomes in physical education: A meta-analysis. Frontiers in Psychology, 16, Article 1508808. https://doi.org/10.3389/fpsyg.2025.1508808

Booth, A., Sommer, I., Noyes, J., Houghton, C., & Campbell, F. (2024). Rapid reviews methods series: Guidance on rapid qualitative evidence synthesis. BMJ Evidence-Based Medicine, 29(3), 194–200. https://doi.org/10.1136/bmjebm-2023-112620

Bracho-Amador, C. M., Granero-Gallegos, A., Baena-Extremera, A., & López-García, G. D. (2023). The effect of the motivational climate on satisfaction with physical education in secondary school education: Mediation of teacher strategies in maintaining discipline. Behavioral Sciences, 13(2), Article 178. https://doi.org/10.3390/bs13020178

Braun, V., & Clarke, V. (2023). Toward good practice in thematic analysis: Avoiding common problems and be(com)ing a knowing researcher. International Journal of Transgender Health, 24(1), 1–6. https://doi.org/10.1080/26895269.2022.2129597

Braun, V., & Clarke, V. (2024). A critical review of the reporting of reflexive thematic analysis in Health Promotion International. Health Promotion International, 39(3), Article daae049. https://doi.org/10.1093/heapro/daae049

Byrne, D. (2022). A worked example of Braun and Clarke’s approach to reflexive thematic analysis. Quality & Quantity, 56, 1391–1412. https://doi.org/10.1007/s11135-021-01182-y

Cardiff, G., Ní Chróinín, D., Bowles, R., Fletcher, T., & Beni, S. (2023). ‘Just let them have a say!’ Students’ perspective of student voice pedagogies in primary physical education. Irish Educational Studies, 42(4), 659–676. https://doi.org/10.1080/03323315.2023.2255987

Cardiff, G., Beni, S., Fletcher, T., Bowles, R., & Ní Chróinín, D. (2024). Learning to facilitate student voice in primary physical education. European Physical Education Review, 30(3), 381–396. https://doi.org/10.1177/1356336X231209687

Cardiff, G., Bowles, R., Beni, S., Ní Chróinín, D., & Fletcher, T. (2025). The role of reflection in the enactment of student voice pedagogies in primary physical education. Curriculum Studies in Health and Physical Education, 16(2), 174–190. https://doi.org/10.1080/25742981.2024.2371392

Cardoso, M. M. de A., Marques, R. T., Machado-Rugolo, J., Thabane, L., Püschel, V. A. de A., Weber, S. A. T., Almeida, R. T., Duque, G. P. do N., de Paula, C. C., Lopes, L. C., Gabriel, M., Drumond, S., Rodrigues, C. M., & Vanstone, M. (2024). Mapping frameworks for synthesizing qualitative evidence in health technology assessment. International Journal of Technology Assessment in Health Care, 40(1), Article e53. https://doi.org/10.1017/S0266462324000369

Chen, Y., Jiang, J., & Liu, W. (2026). The impact of mandatory physical fitness testing on students’ intrinsic motivation and sustained participation in physical activity: A self-determination theory perspective. Frontiers in Psychology, 17, Article 1821930. https://doi.org/10.3389/fpsyg.2026.1821930

Dai, J., Chen, J., Huang, Z., Chen, Y., Li, Y., Sun, J., Li, D., Lu, M., & Chen, J. (2024). Age-effects of sport education model on basic psychological needs and intrinsic motivation of adolescent students: A systematic review and meta-analysis. PLOS ONE, 19(5), Article e0297878. https://doi.org/10.1371/journal.pone.0297878

Darliani, D., Komaini, A., Welis, W., & Sepriani, R. (2025). Learning motivation, learning environment, and motor ability in physical education outcomes: A systematic review. JPPI (Jurnal Penelitian Pendidikan Indonesia), 11(4), 209–217. https://doi.org/10.29210/020256708

Deng, Q., Wang, Q. J., Wang, X. F., & Mou, X. Q. (2026). The impact of silence pedagogy on vulnerable students’ engagement in physical education: A mini-review. Frontiers in Psychology, 17, Article 1803241. https://doi.org/10.3389/fpsyg.2026.1803241

Elnan, I. (2025). Pupils’ experiences of aquatic education as a meaningful activity in physical education. Sport, Education and Society. Advance online publication. https://doi.org/10.1080/13573322.2025.2532137

Girard, S., de Guise, A.-A., Désilets, É., Desbiens, J.-F., & Bezeau, D. (2026). Supporting physical education teachers to create an empowering motivational climate. Frontiers in Psychology, 17, Article 1771885. https://doi.org/10.3389/fpsyg.2026.1771885

Girona-Durá, C., López-Bautista, I., García-Taibo, O., & Baena-Morales, S. (2025). Dimensions of meaning in physical education—Voices from experienced teachers. Education Sciences, 15(9), Article 1166. https://doi.org/10.3390/educsci15091166

Girona-Durá, C., Ferriz-Valero, A., García-Taibo, O., & Baena-Morales, S. (2026). Meaningful physical education in focus. A scoping review. European Journal of Education, 61(3), Article e70739. https://doi.org/10.1111/ejed.70739

González-Calvo, G., & Gerdin, G. (2024). ‘The good, the bad and the ugly’: Primary school children’s visual representations and interpretations of PE teacher embodiments. Sport, Education and Society, 29(6), 649–666. https://doi.org/10.1080/13573322.2023.2177985

Gray, S., Lambert, K., & Young, L. (2026). What's right with PE: Exploring positive narratives in physical education. European Physical Education Review, 32(2), 257–273. https://doi.org/10.1177/1356336X251341749

Guijarro-Romero, S., Mayorga-Vega, D., Casado-Robles, C., & Viciana, J. (2023). Effect of an activity wristband-based intermittent teaching unit in physical education on students' physical activity and its psychological mediators: A cluster-randomized controlled trial. School-fit study. Frontiers in Psychology, 14, Article 1228925. https://doi.org/10.3389/fpsyg.2023.1228925

Guo, Q., Samsudin, S., Yang, X., Gao, J., Ramlan, M. A., Abdullah, B., & Farizan, N. H. (2023). Relationship between perceived teacher support and student engagement in physical education: A systematic review. Sustainability, 15(7), Article 6039. https://doi.org/10.3390/su15076039

Haug, E., Castillo, I., Samdal, O., & Smith, O. R. F. (2023). Body-related concerns and participation in physical education among adolescent students: The mediating role of motivation. Frontiers in Psychology, 14, Article 1266740. https://doi.org/10.3389/fpsyg.2023.1266740

He, J., Yu, H., Jiang, M., & Bialas, M. (2023). A research synthesis on successful educational practices and student outcomes for physical education in schools. Frontiers in Psychology, 14, Article 1280871. https://doi.org/10.3389/fpsyg.2023.1280871

Hemingway, K., Butt, J., Spray, C., Olusoga, P., & Beretta de Azevedo, L. (2025). Exploring students experiences of secondary school physical education in England. Physical Education and Sport Pedagogy, 30(5), 576–591. https://doi.org/10.1080/17408989.2023.2256771

Langøy, A., Diseth, Å., Wold, B., & Haug, E. (2024). Autonomy support, basic needs satisfaction, and involvement in physical education among Norwegian secondary school students. Frontiers in Psychology, 15, Article 1505710. https://doi.org/10.3389/fpsyg.2024.1505710

Leisterer, S., & Paschold, E. (2022). Increased perceived autonomy-supportive teaching in physical education classes changes students’ positive emotional perception compared to controlling teaching. Frontiers in Psychology, 13, Article 1015362. https://doi.org/10.3389/fpsyg.2022.1015362

Leo, F. M., Sánchez-Oliva, D., Fernandez-Rio, J., López-Gajardo, M. A., & Pulido, J. J. (2025). Validation of the teaching interpersonal style questionnaire in physical education. Frontiers in Psychology, 16, Article 1702118. https://doi.org/10.3389/fpsyg.2025.1702118

Littlefair, D., Jopling, M., & Kelly, N. (2025). Pupil voice in physical education and the desire for (in)visibility. Sport, Education and Society, 30(6), 728–741. https://doi.org/10.1080/13573322.2024.2349946

Lizarondo, L., Stern, C., Salmond, S., Carrier, J., Cooper, K., Godfrey, C., Vandyk, M., Pollock, D., Rieger, K., Apostolo, J., Kirkpatrick, P., Borges Dos Santos, K., & Loveday, H. (2025). Methods for data extraction and data transformation in convergent integrated mixed methods systematic reviews. JBI Evidence Synthesis, 23(3), 429–440. https://doi.org/10.11124/JBIES-24-00331

Lunde, C., Reinholdsson, T., & Skoog, T. (2026). Grading the physical self: Exploring the links between physical education grades, body image, and functional investment over one academic school year. European Physical Education Review, 32(3), 510–526. https://doi.org/10.1177/1356336X251372940

Ma, Y., & Li, J. (2026). Teacher interpersonal behaviors and student engagement in single-gender physical education: The mediating role of achievement emotions and the moderating effect of class gender composition. Frontiers in Psychology, 17, Article 1852105. https://doi.org/10.3389/fpsyg.2026.1852105

Meerits, P.-R., Tilga, H., & Koka, A. (2025). Web-based intervention program to foster need-supportive behaviors in physical education teachers and parents: A cluster-randomized controlled study to increase students’ intention and effort to engage in physical activity. BMC Public Health, 25, Article 2142. https://doi.org/10.1186/s12889-025-22590-x

Meng, W.-T., & Liu, D. (2026). The influence of high school physical education curriculum design based on self-determination theory on students' intrinsic motivation. Brain and Behavior, 16(2), Article e70928. https://doi.org/10.1002/brb3.70928

Nobre, G. C., Nobre, F. S. S., & Valentini, N. C. (2024). Effectiveness of a mastery climate cognitive-motor skills school-based intervention in children living in poverty: Motor and academic performance, self-perceptions, and BMI. Physical Education and Sport Pedagogy, 29(3), 259–275. https://doi.org/10.1080/17408989.2022.2054972

Paap, H., Koka, A., Meerits, P.-R., & Tilga, H. (2025). The effects of a web-based need-supportive intervention for physical education teachers on students’ physical activity and related outcomes: A randomized controlled trial. Children, 12(1), Article 56. https://doi.org/10.3390/children12010056

Patzak, A., & Zhang, X. (2025). Blending teacher autonomy support and provision of structure in the classroom for optimal motivation: A systematic review and meta-analysis. Educational Psychology Review, 37, Article 17. https://doi.org/10.1007/s10648-025-09994-2

Simonton, K. L., Garn, A. C., & Layne, T. E. (2024). An investigation of content-specific unit emotions in secondary physical education. Education Sciences, 14(10), Article 1123. https://doi.org/10.3390/educsci14101123

Strating, E., Vanlommel, K., & Vermeulen, M. (2025). Student voice in educational change: Approaches to enhancing motivation within the classroom. Review of Education, 13(2), Article e70082. https://doi.org/10.1002/rev3.70082

Svendsen, A. M., & Madsen, K. L. (2026). Lower primary school pupils’ experience of meaningfulness in physical education—A movement culture analysis. Sport, Education and Society. Advance online publication. https://doi.org/10.1080/13573322.2026.2628093

Säfvenbom, R., Lunde, T. A., Bentzen, M., & Ivarsson, A. (2025). Students’ perception of dominant objectives in physical education: The Purpose of Physical Education Scale. Physical Education and Sport Pedagogy. Advance online publication. https://doi.org/10.1080/17408989.2025.2562571

Treschman, P., Stylianou, M., Brooks, C., & Sperka, L. (2025). Activating students in feedback and assessment processes in physical education. Sport, Education and Society. Advance online publication. https://doi.org/10.1080/13573322.2025.2510427

Treschman, P., Sperka, L., & Stylianou, M. (2026). A broader understanding of motivational climate in physical education. Quest. Advance online publication. https://doi.org/10.1080/00336297.2026.2671070

Wainwright, M., Zahroh, R. I., Tunçalp, Ö., Booth, A., Bohren, M. A., Noyes, J., Cheng, W., Munthe-Kaas, H., & Lewin, S. (2023). The use of GRADE-CERQual in qualitative evidence synthesis: An evaluation of fidelity and reporting. Health Research Policy and Systems, 21, Article 77. https://doi.org/10.1186/s12961-023-00999-3

Wang, X., & Jiang, Y. (2025). The effect of family support on junior high school students’ engagement in physical education—A moderated chain mediation model. Frontiers in Psychology, 16, Article 1606642. https://doi.org/10.3389/fpsyg.2025.1606642

White, R. L., Babic, M., Bennie, A., & Taylor, N. (2025). Student experiences of fitness testing in physical education: The role of self-concept. Health Education Journal, 84(6), 637–648. https://doi.org/10.1177/00178969251330862

Wintle, J., Durden-Myers, E., & Lewis, K. (2026). Implementing lifestyle sports through meaningful physical education in English secondary schools: A mixed-methods study of pupil experiences. Physical Education and Sport Pedagogy. Advance online publication. https://doi.org/10.1080/17408989.2026.2708322

Yang, N., Quan, H., & Guo, Z. (2024). The influence of motivational climate on the physical activity adherence among junior high school students: The mediating effect of achievement goal orientation. PLOS ONE, 19(12), Article e0315831. https://doi.org/10.1371/journal.pone.0315831

Zha, H., Ding, X., & Li, W. (2025). Innovative approaches in physical education: Leveraging cognitive activation to boost student outcomes. Frontiers in Psychology, 16, Article 1481381. https://doi.org/10.3389/fpsyg.2025.1481381

Zhang, T., Han, H., & Ye, Z. (2025). The effect of leisure-time physical activity on creative thinking via cognitive appraisals and achievement emotions in physical education: A mediation analysis based on the control-value theory. Acta Psychologica, 261, Article 105759. https://doi.org/10.1016/j.actpsy.2025.105759

Zheng, S., Ji, X., Cheng, L., Xu, J., & Cronin, L. D. (2023). Perceptions of the motivational climate, basic psychological needs, and life skills development in Chinese physical education students. Frontiers in Psychology, 14, Article 1232849. https://doi.org/10.3389/fpsyg.2023.1232849

Álvarez-Sánchez, J. L., Salicetti-Fonseca, A., Hortigüela-Alcalá, D., Gutiérrez-García, C., & Pérez-Pueyo, Á. (2025). Analysis of the effect on high school students’ motivation and attitudes following the application of the attitudinal style in physical education. Sportis, 11(1), 1–27. https://doi.org/10.17979/sportis.2025.11.1.11236


Refbacks

  • There are currently no refbacks.

Creative Commons License
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.