Motivational processes matter: Understanding the choice of physical education as an elective in secondary school

Abstract

Most motivational studies related to physical education (PE) have been conducted in contexts where PE was mandatory. This study aims to analyze the significance of motivational processes in predicting the choice of PE as an elective in secondary school. This is a retrospective study involving 1606 students aged 16–27 years (M = 17.09; SD = 0.68) enrolled in 31 schools in Spain. Participants completed questionnaires to assess their perception of teachers’ support and thwarting of basic psychological needs, as well as their satisfaction with these needs in the PE context of the previous school year. Additionally, participants indicated whether they had chosen PE as an elective in the current academic year. Structural equation modeling was employed to test the proposed model. The hypothesized model showed a good fit to the data (comparative fit index and Tucker–Lewis index > .95; root-mean-square error of approximation and standardized root-mean-square residual < .06). Need satisfaction was positively predicted by perceived need-supportive teaching and negatively predicted by perceived need-thwarting teaching. Also, need satisfaction was positively associated with PE grades. Finally, students with higher need satisfaction in the previous academic year in PE were more likely to choose PE as an elective subject in the following academic year, whereas PE grades were not a significant predictor of the selection. The results of this study highlight the importance of motivational processes as a key factor in explaining the choice (or not) of PE as an elective subject and emphasize the need to promote need satisfaction by creating a need-supportive environment.