Understanding teachers' motivation for using physical activity in teaching from a self-determination perspective: Results from a mixed methods study

Background and purpose: In Denmark, daily physical activity (PA) has been mandatory in all Danish public schools (primary and lower secondary education) since 2014. The aim is to promote health and well-being among children... [ view full abstract ]

Background and purpose: In Denmark, daily physical activity (PA) has been mandatory in all Danish public schools (primary and lower secondary education) since 2014. The aim is to promote health and well-being among children and young people and to support motivation and learning in school subjects. Teachers play a key role in integrating PA into subjects. Little is known, however, about teachers’ motivation for using PA as part of teaching. The purpose of this study is to understand teachers’ motivation for using PA as part of teaching from a Self-Determination perspective.

Methods: The study uses a mixed methods approach. A survey, applying The Work Task Motivation Scale for Teachers, measured teachers’ level of motivation. Through semi-structured in-depth interviews, primarily guided by the self-determination principles competence, autonomy and relatedness, teachers’ motivation for using PA as part of teaching was investigated. Descriptive analysis was used to explore the quantitative data, and deductive thematic analysis was used for the qualitative data. The study included public school teachers and teacher assistants across subjects, year, age, experience, and gender.

Results: 211 teachers and teacher assistants participated in the survey. Nine teachers showing different levels of motivation participated in in-depth interviews. Thematic analysis of the interview data revealed that even though PA was integrated as part of a mandatory reform, teachers have a sense of autonomy regarding choice of PA activities and frequency. However, the analysis also revealed that teachers have a low sense of relatedness (e.g. connectedness with colleagues) and competence (e.g. knowledge of how to integrate PA into subjects).   

Conclusion and implications: The findings from this study pinpoints key motivational drivers for teachers when integrating PA into teaching. Such findings can help frame new research questions and inform stakeholders, such as school management, decision-makers and subject advisers, on innovative ways to foster teachers’ motivation.