PEFORMING PHYSICAL ACTIVITIES can be a source of fun and promotes a healthy life style, yet as a person grows older, participation in physical activities usually decreases. This decrease is generally attributed to a lack of motivation.

There are two types of motivation: intrinsic and extrinsic. Intrinsic motivation is found in an individual who participates in an activity without any outside rewards. It usually leads to experiencing the most pleasure. External motivation relies on outside influences to persuade an individual to participate in an activity. When external motivation is removed, the individual often ceases participation in the activity. The level of happiness that is derived from extrinsic motivation is usually not as great as that from intrinsic motivation.

In 1959, White proposed that when a person overcomes presented challenges, the level of intrinsic motivation to continue the activity increases. This idea led to the Cognitive Evaluation Theory. 

This theory links the level of one’s feeling of competence in an activity and one's control with the environment with intrinsic motivation. Results of intrinsic motivation can include feeling happiness and joy. If one feels competent in an activity, possesses the choice to participate, and feels positive affects from participation, the level of intrinsic motivation will increase. This will make the likelihood of that person's pursuit in the activity greater. 

Teachers play an important role in promoting intrinsic motivation in Physical Education students. According to research, “…students’ attitudes toward physical education classes have indicated that the teacher is regarded by the students as one of the most influential factors for their motivation” (Figley, 1985; Luke & Sinclair, 1991). The teaching style chosen to organize and interact with students directly affects a student’s perceived competence and feeling of control during the activity.

To be effective, a Physical Education teacher must promote a student’s perceived competence so that the student remains motivated to pursue physical activities. In addition, a teacher must recognize the importance in developing a student’s decision-making skills and stregnthen these skills so that a student’s sense of control over the environment remains strong. Finally, a teacher should communicate the intrinsic value of participation in physical activities, and remove any external motivational factors.

Click on the positive and negative comment ovals under each illustration for examples of ways teachers can build students' intrinsic motivation for pursuing physical activities.

While guiding a student through learning a physical activity, a teacher should recognize the student’s successes before commenting on the student’s weaknesses. By receiving recognition, the student will build confidence in his/her competency. This building of competency will help fuel the student's efforts to excel in the activity.

While interacting with a student, a teacher should provide choices of activities for the student to choose from. By incorporating choices, the student will feel more in control of the environment and less like a victim at the mercy of the teacher. This feeling of control will help increase the level of intrinsic motivation the student will feel regarding pursuit of the activity.

While providing a reward might be viewed as an incentive for a student’s participation in an activity, when the reward is removed, the likelihood that the student will choose to participate again will diminish. Therefore, a teacher should communicate the intrinsic rewards of participating in the activity instead of offering external motivational rewards. Such intrinsic rewards include feeling healthier, stronger and having more energy.

Ferrer Caja, E. (1997). Determinants of Intrinsic Motivation Among Female and Male Adolescent Students in Physical Education. (Masters Thesis, University of Oregon, 1997.), 2-22, 28-71. (C-211).

Hitchman, M. (1982). The Effects of Rewards, Age, and Level of Performance on Intrinsic Motivation for a Sport Activity. (Doctoral Dissertation, University of Oregon, 1982.), 2-52. (C-211).

Motivating Kids in Physical Activity (2000). President's Council on Physical Fitness and Sports. Series 3, No.11. Retrieved December, 2004, from http://www.fitness.gov/activity/activity2/digest_sept2000/digest_sept2000.html

Whitehead, J. (1993). Physical Activity and Intrinsic Motivation. PCPFS Research Digest: Series 1, Number 2. University of North Dakota, 1-8. Abstract retrieved November 2004, from http://www.fitness.gov/intrinsic.pdf

Mary-Elisa Burke, Adventure Seeker

Burke, M.E. (2004). Role of teachers to promote intrinsic motivation in students to pursue physical activities . In B. Hoffman (Ed.), Encyclopedia of Educational Technology. Retrieved July 16, 2010, from file:///D:/实验室/eet/articles/motivatphysed/start.htm