Self-Determined Motivation in Physical Education and the Role of Perceived Relevance: A Mixed Methods Study

Physical education could play an important role in promoting future physical activity, but do students perceive the physical education content to be relevant for their personal and future goals? And does this affect their in-class motivation? The aim of this study was to investigate the role of perceived relevance of physical education course content in relation to students‘ contextual self-determined motivation and need satisfaction. Questionnaires containing validated scales as well as open-ended questions were distributed to 348 adolescents (M = 17.01 years) in Swedish upper secondary schools. Quantitative analyses supported previous research on self-determined motivation and need satisfaction, while further suggesting that perceived relevance also plays an important role. Gender differences were found in both behavior regulation and need satisfaction, showing less favorable circumstances for female students. Thematic analyses of the qualitative results suggested that both organized and unorganized sports have an important impact on intentions for future physical activity. Further research should take these factors in consideration, and longitudinal research following adolescents through the transition from upper secondary school into adulthood is warranted