Abstract
This study aimed to determine the most and least important reasons for engaging in physical education classes among students in two educational pathways within the context of intrinsic and extrinsic motivation. Forty-one students participated in the study (25 males and 16 females; mean age = 16.37 ± 0.829). The sample was divided based on two class types: regular education and professional education. All students answered a questionnaire that aimed to verify the most and least important reasons for students to engage in physical education classes concerning intrinsic and extrinsic motivation. Indicated that both regular education and professional education classes had intrinsic and extrinsic motivation. The results also revealed that the participation of students was based essentially on their intrinsic motivation, but for different reasons when comparing the two educational pathways. Both types of the class were intrinsically and extrinsically motivated to participate in physical education classes.
Highlights
Physical education plays a fundamental role in students’ integral development by enabling cognitive, psychomotor and affective development while stimulating healthy lifestyles, socialisation, team spirit and sports practice [1]
10% of students practised federated sport in the regular education class, whereas this practice had a higher incidence in professional education class (85%)
21.29% of the total sample participated in school sports groups, representing 5% of students in the regular class and 28% in the professional class
Summary
Physical education plays a fundamental role in students’ integral development by enabling cognitive, psychomotor and affective development while stimulating healthy lifestyles, socialisation, team spirit and sports practice [1]. Physical education must facilitate knowledge of a wide variety of sports activities to promote their voluntary practice and consolidate active lifestyle habits that will last throughout the rest of their lives [8]. For this to occur, it is important to deepen the concept of fundamental motivation. Motivational and emotional variables play a crucial—if not the most vital—role in academic success [10,11]
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