Physical education teacher motivation: A conceptual review and reconceptualisation

Abstract

Accomplishing the goal of physical education requires a motivated teaching force. The goals of this article are to (a) provide a theoretical perspective that physical education teacher motivation is contextually constructed in close relation with their job demands and recourses, and (b) articulate a reconceptualised theoretical platform for future research based on the theoretical perspectives of extrinsic motivation and the job demand–job resource model. A literature search was conducted and followed by a conceptual review of theory‐driven, data‐based studies on physical education teacher motivation. The review has established a need to reconceptualise and consolidate the theoretical perspectives to enhance future research. The review outcome also suggests that examining the psychological and behavioural processes that influence physical education teacher motivation needs to incorporate an ecological perspective that assists in identifying and clarifying the sources of motivation and the underlying regulatory mechanisms. Based on the review and critique, I further articulate the implications, argue for the need of reconceptualising physical education teacher motivation research, and propose an alternative theoretical framework integrating the external‐regulation motivation and the job demand–job resource model for the future research. The proposed framework provides a conceptual lens that enables researchers to connect physical education teacher motivation to their job environment in future research.

The association of perceived mattering and emotions with physical educator teacher resilience

“…washing out of best practices; Richards et al, 2018a). Motivated teachers who feel psychologically and emotionally stable are better able to meet the needs of their students while still addressing learning objectives (Zhang, 2021). While not all teachers report strong perceptions of marginality, it has continuously been reported as one of the most significant barriers impacting teacher motivation and well-being in PE for several decades (Gaudreault et al, 2018; Laureano et al, 2014; Lux and McCullick, 2011; Richards et al, 2017; Templin, 1989; Woods and Lynn, 2001).…”

Relationships Between Needs Satisfaction and the Quality of Motivation With Academic Engagement in Pre-Service Physical Education Teachers

“…Self-determination theory (SDT; Ryan & Deci, 2017) is a broad theoretical model for the study of motivation, which is receiving a growing attention to explain the influence of motivational experiences in initial PE teacher education (Zhang, 2021). This notwithstanding, no previous studies to date were found to analyze the distinctive roles that pre-service PE teachers' basic psychological need satisfaction and motivation may perform in their academic engagement.…”

Innovation in physical education: The role of cognitive factors and self-efficacy

“…The objective of this study was to identify the role of cognitive factors and self-efficacy in innovation in physical education in the context of China. It is noted that the earlier literature is silent about the critical role of cognitive factors and self-efficacy in innovation in physical education in the context of China ( Zhang, 2021 ). It is observed that physical education plays a critical role in the mental and physical development of people to the advanced level.…”