Understanding Students' Motivation in Sport and Physical Education: From the Expectancy-Value Model and Self-Efficacy Theory Perspectives

Can flipped learning enhance adolescents’ motivation in physical education? An intervention study

“…These findings align with earlier research that has stressed the importance of emphasising the value of PE by informing students about the benefits of each PE activity prior to its performance (Gao et al, 2008) can greatly motivate students to participate in PE, especially girls (Inchley, Kirby & Currie, 2011). Since those factors seem to positively affect gender variations in PE, FL is arguably an effective facilitator of that process.…”

“…Since those factors seem to positively affect gender variations in PE, FL is arguably an effective facilitator of that process. Previous research has unsurprisingly shown inconsistency in conclusions about gender-based differences regarding STVs (Gao et al, 2008). Gao (2009) has reported gender-based differences regarding interest, but not regarding usefulness and importance, whereas no gender-based differences regarding task values have been observed in other studies (e.g.…”

“…PE plays an important role in the constellation of factors that affect levels of physical activity among children (Cheval, Courvoisier & Chanal, 2016;Cooper et al, 2016;Fröberg, Raustorp, Pagels, Larsson, & Boldemann, 2017). Although motivation is strongly linked to learning in school (Hattie, 2009), students' motivation to participate actively in PE is low and declines as students age (Gao, Lee & Harrison, 2008;Säfvenbom, Haugen & Bulie, 2014), especially among girls (Säfvenbom et al, 2014;Thomas, Lee & Thomas, 2008). For the first time, in 2012 the Norwegian national curriculum for PE recognised the concept of motivation by stating that, as a school subject, PE should "… help pupils acquire knowledge about exercise and training, lifestyle and health, and motivate them to have an active life and continue physical training into adulthood."…”

Relationship Between Motivation and Learning in Physical Education and After-School Physical Activity

“…According to Eccles and Wigfield (1995), expectancy belief is learners' expectancies for success. It is among the strongest predictors of achievement and performance across domains (Eccles & Wigfield, 1995;Gao, Lee, & Harrison, 2008). Expectancy belief is often developed through nurturing positive perception of control and competence (Schunk & Zimmerman, 2006).…”

Revisiting the National Physical Education Content Standards: What Do We Really Know About Our Achievement of the Physically Educated/Literate Person?

“…Aided by data collection techniques such as pencil and paper tests that allow for large sample sizes, research on motivation has examined such constructs as self-esteem (Standage & Gillison, 2007), physical competence (Chase, 2001), acceptance (Goodwin & Watkinson, 2000), situational interest (Chen & Darst, 2001), achievement goals (Guan, Xiang, McBride, & Bruene, 2006), ability conceptions (Li & Lee, 2004), expectancy-value beliefs (Gao, Lee, & Harrison, 2008), and self-efficacy (Gao, Lee, Solmon, & Zhang, 2009). The meta-analysis of 79 studies conducted by Chen, Chen and Zhu (2012) concluded that that "K-12 students are motivated regardless of the theoretical constructs used in the studies" (p. 36).…”