Deciphering achievement goals and motivation: A phenomenological inquiry into college students' lived experiences in physical education
Keywords:
Achievement goals, college students, lived experiences, motivation, physical educationAbstract
Motivation is a critical factor influencing student engagement and achievement in Physical Education (PE). This phenomenological study explored the achievement goals and motivational factors shaping college students’ participation in PE through thematic analysis of data from semi-structured interviews, focus groups, and reflective journals. Key findings highlighted themes such as perceived competence, intrinsic motivation (e.g., enjoyment and personal satisfaction), and the benefits of movement for physical and mental well-being. Extrinsic motivators, like academic requirements, played a secondary role. Challenges included resource limitations, low confidence, and balancing academic workloads. Students valued PE for fostering physical competency, strategic thinking, and teamwork, which contributed to their overall development. Recommendations include enhancing intrinsic motivators, promoting inclusivity, and addressing resource constraints to sustain engagement in PE.
References
Aelterman, N., Vansteenkiste, M., Soenens, B., Fontaine, J. R., & Haerens, L. (2019). Toward an integrative model of autonomy-supportive and controlling teaching: Dimensional conceptualization and intervention model. Psychological Bulletin, 145(11), 1206-1242.
Bardid, F., De Meester, A., Tallir, I. B., Cardon, G., Lenoir, M., & Haerens, L. (2020). Configurations of actual and perceived motor competence among children: Associations with motivation for sports and global self-worth. Human Movement Science, 70, 102582.
Barkoukis, V., Taylor, I. M., Ntoumanis, N., & Thøgersen-Ntoumani, C. (2021). Achievement goals, physical self-concept, and social physique anxiety in adolescents. Journal of Adolescence, 89, 24-34.
Barkoukis, V., Ntoumanis, N., & Taylor, I. M. (2020). Goal orientations and participation in physical education: A self-determination theory perspective. Psychology of Sport and Exercise, 46, 101609.
Burnette, J. L., Knouse, L. E., Vavra, D. T., O'Boyle, E., & Brooks, M. A. (2022). Growth mindsets and psychological well-being: A meta-analysis. Journal of Personality and Social Psychology, 123(4), 724-742.
Casey, A., & MacPhail, A. (2020). Adopting a models-based approach to teaching physical education. European Physical Education Review, 26(4), 956-971.
Chen, S., & Chen, A. (2021). Physical education and motivation: Understanding current trends and future directions. International Journal of Physical Education, 58(3), 202-217.
Chu, T. L., Zhang, T., & Wang, Y. (2020). Examining the reciprocal relationship between motivation and physical activity among children and adolescents: A systematic review and meta-analysis. Sports Medicine, 50(2), 281-302.
Curran, T., Hill, A. P., & Ntoumanis, N. (2021). A three-wave longitudinal test of self-determination theory’s mediation model of engagement and disaffection in youth sport. Psychology of Sport and Exercise, 56, 101986.
Cury, F., Da Fonsêca, D., & Elliot, A. J. (2020). Achievement motivation in physical education: A critical review of contemporary research. Sport, Exercise, and Performance Psychology, 9(3), 303-320.
Dudley, D. A., Okely, A. D., Pearson, P., & Cotton, W. (2020). A systematic review of the effectiveness of physical education interventions to promote physical activity outcomes in youth. Journal of Science and Medicine in Sport, 23(5), 474-485.
Elliot, A. J., Hulleman, C. S., & Thrash, T. M. (2023). Achievement goals and self-regulation in educational contexts: A dynamic framework. Educational Psychologist, 58(1), 5-20.
Jaakkola, T., Wang, C. K. J., Soini, M., & Liukkonen, J. (2020). Students' perceptions of motivational climate, enjoyment, and anxiety in physical education: A latent profile analysis. Journal of Sports Sciences, 38(4), 426-436.
Kwon, S., Kwon, J., & Lee, J. (2022). Enhancing motivation in physical education through technology: A mixed-methods study. Journal of Educational Technology & Society, 25(2), 138-149.
Li, C., & Rukavina, P. (2022). Teacher autonomy support and student autonomous motivation in PE: The role of intrinsic goals and need satisfaction. Physical Education and Sport Pedagogy, 27(2), 189-202.
Mascret, N., Elliot, A. J., & Cury, F. (2020). The 3 × 2 achievement goal model in sport: A meta-analytic review. International Review of Sport and Exercise Psychology, 13(1), 143-166.
Méndez-Giménez, A., Cecchini, J. A., & Fernández-Río, J. (2021). The relationship between achievement goals, motivational regulations, and effort in physical education classes. Scandinavian Journal of Medicine & Science in Sports, 31(5), 1056-1066.
Morgan, P., & Hansen, V. (2019). The implementation of physical education in Australian primary schools: Cross-sectional study of contextual factors. Journal of School Health, 89(7), 526-533.
Mouratidis, A., Lens, W., Vansteenkiste, M., & Soenens, B. (2022). Intrinsic goal content and autonomy support predict optimal motivation and well-being in physical education: A person-centered perspective. Journal of Sport and Exercise Psychology, 44(1), 37-52.
Ntoumanis, N., Barkoukis, V., Quested, E., & Hagger, M. S. (2021). The role of motivation in physical activity and health: A self-determination theory perspective. Health Psychology Review, 15(1), 56-68.
O’Neill, J., & Smith, A. (2022). Mastery goals and student engagement in physical education: Evidence from recent studies. Journal of Sport and Health Science, 11(2), 345-355.
O'Brien, W., & Morris, R. (2021). Teacher identity and pedagogy: How teacher beliefs influence motivation and engagement in physical education. Physical Education and Sport Pedagogy, 26(4), 432-444.
Papaioannou, A., Zourbanos, N., & Kouli, O. (2021). Achievement goals and physical education: Recent developments and future directions. European Physical Education Review, 27(2), 123-141.
Pihu, M., Hein, V., Koka, A., & Hagger, M. S. (2019). The effect of gender on motivational processes and performance in physical education. European Physical Education Review, 25(3), 368-385.
Pinder, R. A., & Renshaw, I. (2020). Representative learning design and physical education pedagogy. Journal of Physical Education, Recreation & Dance, 91(5), 22-29.
Shen, B., McCaughtry, N., Martin, J. J., & Fahlman, M. M. (2021). The role of teachers' motivation and emotion regulation in promoting quality physical education and student motivation. Educational Psychology Review, 33(2), 593-615.
Telford, R. M., Olive, L. S., Cochrane, T., Davey, R., & Telford, R. D. (2022). The impact of physical education and physical activity on academic achievement: A systematic review and meta-analysis. Journal of Science and Medicine in Sport, 25(3), 201-209.
Ullrich-French, S., Smith, A. L., & Cox, A. E. (2019). The relationship of self-determined motivation and goals with physical education engagement and disaffection. Research Quarterly for Exercise and Sport, 90(2), 227-239.
Vansteenkiste, M., Ryan, R. M., & Soenens, B. (2020). Basic psychological need theory: Advancements, critical themes, and future directions. Motivation and Emotion, 44(1), 1-31.
Vasconcellos, D., Parker, P. D., Hilland, T., Lee, J., Owen, K. B., & Lonsdale, C. (2019). Self-determination theory applied to physical education: A systematic review and meta-analysis. Journal of Educational Psychology, 111(7), 1103-1134.
Vallerand, R. J. (2020). The role of passion in sustainable engagement in physical activities: Integrating the dualistic model of passion within self-determination theory. International Journal of Sport and Exercise Psychology, 18(1), 3-21.
Weiss, M. R., Amorose, A. J., & Wilkerson, M. (2021). Motivation in physical education: Contributions of the self-determination theory and achievement goal theory. Kinesiology Review, 10(3), 196-210.
Whitehead, M. (2019). Physical literacy across the world. Routledge.
Xiang, P., McBride, R. E., & Bruene, A. (2020). Exploring relationships among physical educators’ goal orientations, motivational strategies, and student outcomes. Physical Education and Sport Pedagogy, 25(6), 560-574.
Yli-Piipari, S., Layne, T., & Irwin, C. (2021). Physical literacy and physical education teacher education: Addressing new directions. Quest, 73(2), 235-251.
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2025 Harold Deo B. Cristobal, Jonathan Alfonso Comilang, Mark Anthony J. Gusto
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.
This work is licensed under a 