Motivation, Motivational Climate and Importance of Physical Education

The aim of this paper is to know the relations between both theories through motivation, motivational climate and the importance of Physical Education (PE). The sample consisted of 1298 Spanish students (626 males = 48.2%; 672 females = 51.8%). Secondary schools students from the provinces of Almeria, Granada and Málaga participated. The age range was between 12 and 19 years (M = 15. 13) (SD=1.43), the boys’ age average being 15.26 (SD=1.42) and that of the girls being 15.01 (SD = 1.43) years. We used a questionnaire which included Sports Motivation Scale (SMS), Learning and Performance Orientations in Physical Education Classes Questionnaire (LAPOPECQ) and Importance of PE (IPE). MANOVA was performed. The results of this study show that PE students in high school have a higher intrinsic than extrinsic motivation, and that there is an even greater motivation among boys than among girls. Furthermore, among students, the perception of motivational climate for learning is greater than for performance, although the boys perceive a greater performance climate. Boys also ascribe greater importance and utility to PE.