A Comprehensive Theory of Health-Driven Physical Education Engagement (HD-PE) Model

Thesis Abstract

The study addresses the persistent disconnect between health imperatives and student engagement in physical education by examining how health-oriented motivations, self-regulation, teacher practices, and socio-environmental factors interact to drive sustained physical education participation. The aim is to develop a comprehensive theory—the HD-PE Model—that explicates mechanisms linking health cognitions and behavioral engagement within school PE contexts. Specific objectives are to (1) identify latent constructs of health-driven motivation, perceived competence, and environmental support that predict PE engagement; (2) examine the mediating roles of self-regulation, goal setting, and autonomous motivation within the HD-PE framework; (3) test the predictive validity of the HD-PE Model across diverse school settings; and (4) generate actionable implications for curriculum design and teacher professional development. The study adopts a multiphase, mixed-methods approach underpinned by Self-Determination Theory, Social Cognitive Theory, and Health Belief Model, integrating quantitative structural equation modeling with qualitative thematic analysis to triangulate findings. A cross-sectional survey will be conducted in 24 government secondary schools across three metropolitan regions, targeting students aged 12–16 years. A stratified random sample of 3,000 students (approximately 125 per school) will complete a validated battery measuring health motivation (Health Drive Scale), autonomous motivation (Learning Climate Inventory), perceived competence in physical activities, perceived environmental support (School PE Climate Scale), self-regulation (Self-Regulation in Exercise Scale), and PE engagement (PE Participation Index). In parallel, 60 PE teachers will participate in semi-structured interviews to explore pedagogical practices, perceived barriers to health-driven engagement, and organizational support, while 20 focus groups (6–8 students each) will probe lived experiences of health-centric PE. Validity and reliability of instruments will be established through confirmatory factor analyses (CFA) and internal consistency (Cronbach’s alpha > .70). Data collection will occur over three terms to capture seasonal variations in activity patterns. Quantitative data will be analyzed using structural equation modeling (SEM) to evaluate the HD-PE Model’s fit indices (CFI > .90, RMSEA < .08, SRMR < .08) and to test direct, indirect, and total effects among latent variables. Mediation analyses will identify pathways from health motivation and perceived health benefits to engagement via autonomous motivation and self-regulation. Multi-group SEM will assess model invariance across gender, age bands, and school types. Qualitative data will be analyzed thematically using a framework approach to identify contextual factors influencing HD-PE engagement, triangulated with quantitative results to refine the model. Expected findings include robust positive associations between health-driven motivation and PE engagement, with autonomous motivation and self-regulation mediating a substantial portion of this relationship. Perceived environmental support and teacher practices are anticipated to moderate these effects, amplifying engagement in schools with supportive climates and health-oriented curricula. The integrated model is expected to demonstrate superior explanatory power compared with existing, discipline-centric theories, revealing that health cognition processes and environmental contexts jointly shape ongoing PE participation. The study contributes to knowledge by articulating a novel, integrative theoretical model—the HD-PE Model—that bridges health psychology, education, and behavioral science to explain sustained PE engagement. It advances measurement by refining a composite health-motivation construct and operationalizing how school climate and instructional strategies influence student participation. Practically, the HD-PE Model offers a blueprint for curriculum developers and educators to design health-centered PE programs, optimize teacher professional development, and implement school-level policies that cultivate autonomy-supportive environments and health literacy. The study also generates context-sensitive recommendations for monitoring and evaluating PE engagement trajectories, including scalable interventions targeting self-regulation and goal-directed behaviors. The principal conclusion is that health-driven cognitions, supported by autonomy-promoting pedagogies and structured environmental cues, robustly predict long-term PE engagement, mediated by self-regulatory processes. Recommendations include (1) embedding health literacy and goal-setting modules within PE curricula, (2) fostering autonomy-supportive teaching practices through professional development and ongoing classroom coaching, (3) creating structured, inclusive environmental supports (equipment access, safe spaces, and after-school opportunities), and (4) implementing longitudinal monitoring systems to track health-driven engagement across academic years. Future research should test the HD-PE Model longitudinally to capture developmental shifts and assess causality, and examine cross-cultural applicability within diverse educational systems.