A Holistic Model for Enhancing Motivation in Physical Education Students

Thesis Abstract

Physical education (PE) plays a critical role in promoting lifelong health and fitness, yet many students exhibit low motivation, which hampers engagement and achievement in PE programs. This study addresses the need for an integrative framework that enhances student motivation through a comprehensive understanding of psychological, social, and environmental factors influencing motivation within PE settings. The primary aim is to develop, validate, and empirically test a holistic model that explains and promotes motivation among PE students. Specific objectives include identifying key motivational determinants, exploring their interrelationships, and proposing a practical intervention framework based on the model. The research adopts a mixed-methods sequential exploratory design. The qualitative phase involves conducting thematic analysis of focus group discussions with 50 PE teachers and 100 students across five secondary schools to identify contextual factors affecting motivation. This is followed by the quantitative phase, where a cross-sectional survey is administered to a representative sample of 600 students selected through stratified random sampling from the same schools. Data collection instruments include a validated Motivation in PE Questionnaire (MPQ) and semi-structured interview guides. The MPQ, based on Self-Determination Theory (Deci and Ryan, 1985) and Herzberg’s Motivation-Hygiene Theory, measures intrinsic motivation, extrinsic motivation, and amotivation, along with contextual variables such as instructor support, peer influence, and facility quality. Quantitative data are analyzed using Structural Equation Modeling (SEM) via AMOS software to test the relationships proposed in the holistic model. The analysis aims to assess model fit indices, path coefficients, and mediator/moderator effects, providing insights into the complex interplay of factors influencing motivation. The qualitative data are subjected to thematic analysis using NVivo software, yielding rich contextual insights that complement the quantitative findings. It is expected that the study will reveal interconnected pathways whereby psychological needs satisfaction, social support, and environmental factors collectively influence motivation levels. The findings are anticipated to demonstrate that intrinsic motivation is most strongly predicted by autonomy-supportive instruction, while extrinsic motivation correlates with perceived competence and social recognition. Additionally, the model is expected to identify key mediators, such as self-efficacy and perceived relevance of PE activity, which can be targeted through intervention strategies. This research makes a significant contribution to the field by proposing a validated holistic model that integrates cognitive, social, and environmental determinants of motivation, filling gaps in existing literature that often consider these factors in isolation. The model provides a theoretically grounded, practical framework for educators and policymakers to design evidence-based interventions that foster sustainable motivation and engagement in PE. The study concludes that implementing a holistic approach rooted in the model can substantially enhance student motivation, leading to increased participation, enjoyment, and mastery in physical activities. Recommendations include training teachers in autonomy-supportive pedagogies, improving PE facilities, and fostering peer-support networks. The findings advocate for policy reforms that embed holistic motivational strategies within school curricula and suggest avenues for further longitudinal research to examine the long-term impact of such interventions on students’ health behaviors and academic outcomes.