Through students’ eyes: preferred instructional strategies for a motivating learning climate in secondary school physical education

Abstract

ABSTRACT Framed within achievement goal theory and self-determination theory, the aim of this study was to explore the experiences and motivational needs of students within secondary school Physical Education, attempting to identify their preferred motivational instructional strategies. Nine focus group interviews were conducted comprising 61 students (32 girls and 29 boys; M age = 15.17; SD = 0.48) across 3 different schools. The semi-structured interview guide was based on the TARGET (Task, Authority, Recognition, Grouping, Evaluation, Time) framework. Interviews were analysed using the Framework Method. Results revealed that student-preferred instructional strategies were in line with the tenets of the self-determination theory and achievement goal theory. Students stressed the importance of variation, challenge, achievable tasks, involvement, structure, positive and individual feedback, careful grouping, progress evaluation, transparency of standards and reliable assessment. Structuring these strategies according to the TARGET dimensions provided an overview to support PE teachers in realising an optimal motivational class climate.