Goals, Interests, and Learning in Physical Education

Abstract

Student achievement motivation has become a complex construct in physical education because of the competitive nature of sports and physiological discomfort associated with exercising. With updated national standards, physical education has been undergoing a long-deserved curriculum reform that is expected to enhance student motivation by addressing personal, instructional, and curricular influences on students' intent to continue a physically active lifestyle. In this article, the authors summarized findings from research on 2 major achievement motivation constructs in physical education (rather than sports): achievement goals and interests. The authors also attempted to interpret the findings in relation to students' learning knowledge and skills in physical education. Advances made and issues evolved in the research were conceptualized, critiqued, and interpreted in the dynamics of teaching and learning. During the process, the authors further examined the efficacy of the findings and potential contribution of motivation research to the much-needed curriculum reform in physical education.

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