Motivational Climate on Satisfaction with Physical Education 

SUMMARY

Existing Knowledge:

• Teachers play a crucial role in managing classroom discipline in Physical Education (PE), which impacts students' satisfaction and learning.

• Achievement Goal Theory identifies two motivational climates in PE: Task-Oriented (TC), fostering cooperation, and Ego-Oriented (EC), focusing on performance and competition.

New Insights from this Study:

• Intrinsic strategies for discipline positively mediate the relationship between a task-oriented climate and student satisfaction in PE.

• An ego-oriented climate, when paired with teacher indifference, leads to student boredom in PE classes.

Putting Research into Practice:

• Teachers should create a learning-focused climate, emphasizing intrinsic motivation and self-improvement to boost student satisfaction.

• Performance-focused climates and teacher indifference should be avoided to prevent boredom and disengagement in PE.

The PE Class That Transformed Attitudes

At Westbrook Secondary School, Physical Education (PE) had always been a mixed bag. Some students loved it, while others dreaded the thought of running laps and doing push-ups. This year, however, something was different in Mr. Thompson’s PE class. The students seemed more engaged, more satisfied, and overall, more positive about their physical education experience.

What had changed? Mr. Thompson had been attending workshops on creating a motivational climate in the classroom. He learned that when students feel motivated and supported, their satisfaction with PE increases. The workshops also emphasized the role of teacher strategies in maintaining discipline as key to creating this positive environment.

Mr. Thompson put this knowledge into practice. Instead of using a strict, authoritarian approach, he shifted towards creating a supportive and encouraging atmosphere. He introduced more team-based activities where students could collaborate, and he emphasized personal progress over competition. Every student, no matter their ability level, was encouraged to set personal fitness goals, and Mr. Thompson made sure to acknowledge every achievement, big or small.

One of the biggest shifts was in how Mr. Thompson handled discipline. He had learned that maintaining discipline through positive strategies, rather than punishment, was crucial. When students acted out or disrupted class, he focused on reinforcing respectful behavior and creating opportunities for students to reflect on their actions. This approach helped maintain a calm and focused environment, allowing students to enjoy the class without feeling pressured or anxious.

The results were immediate. Students who had previously been uninterested or disengaged in PE started participating more enthusiastically. They felt a sense of belonging and were more satisfied with the class overall. Mr. Thompson’s efforts to build a motivational climate, paired with his thoughtful discipline strategies, had transformed the attitude toward PE.

By the end of the year, Westbrook Secondary School had seen a noticeable improvement in students' satisfaction with physical education. Mr. Thompson’s new approach had not only motivated students but also created a positive environment where they could thrive. His class had become a model for how the right motivational climate and effective discipline strategies could lead to a more fulfilling and enjoyable experience for students in PE.

Reference:

Article Title: The Effect of the Motivational Climate on Satisfaction with Physical Education in Secondary School Education: Mediation of Teacher Strategies in Maintaining Discipline

Authors: Clara Marina Bracho-Amador, Antonio Granero-Gallegos, Antonio Baena-Extremera and Ginés David López-García.

Journal: Behavioral Sciences Year: 2023

Key Terms: discipline; motivational climates; physical education; satisfaction