How Do Interventions through the Self-Determination Theory Affect Middle and High School Student’s Participation in Physical Education Class?

Abstract

Abstract Students today seem less likely to participate in physical education class because they are either disinterested, unmotivated, or are disengaged in the activity. At the secondary level, students’ disengagement in class may be due to lack of motivation. The self-determination theory has been used to help increase students’ motivation to participate in physical activity. The purpose of this synthesis research is to examine how middle and secondary students’ participation in physical education class is impacted by interventions based on the self-determination theory. It will include three different motivational conditions; psychological needs (competence, autonomy, and relatedness) in an autonomy support environment, perceived autonomy-supports, and motivational climate (mastery-oriented). Results indicated that students showed significant needs in relatedness, and competency, but not autonomy. Students in autonomy support environments showed increases in perceived autonomy, but some studies showed students weren’t motivated. When physical education (PE) teachers provide choice for students, it enhanced student engagement. In the motivational climate, some students demonstrated increased motivation within a mastery-oriented climate focused on personal competency. Older adolescents, especially females, displayed less engagement in activity. Thus, the need for teachers to select activities that are suitable for all students is crucial. PE teachers help influence student’s motivation to participate in physical education. It’s important for PE teachers to setup an environment where students feel connected, where they have the ability to complete the task, and where they are given an opportunity for choice.