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Theory and Practice of Physical Culture and Sports

Article

Forming motivation for physical education in adolescence

Nataliia Panhelova, Olga Shapran, Tetiana Kravchenko
Retrieved from Vol. 5, No. 1, 2026 Pages 9–23
Received
13.01.2026
Revised
14.04.2026
Accepted
12.05.2026
Published
26.06.2026
Views
70

Abstract

The decline in physical activity among adolescents in the context of digitalisation and increasing academic workload highlights the need to understand the mechanisms of forming sustainable motivation for systematic physical education in the 11-18 age group. The aim of the study was to identify and summarise the psychological determinants, sociocultural influences and pedagogical tools that contribute to the development of adolescents’ motivation for physical education and sports activities, taking into account modern digital tools. The research was carried out through a systematic analysis of 43 peer-reviewed publications for the period 2015-2025 from international databases using content analysis, thematic systematisation and comparative comparison of the effectiveness of various pedagogical technologies. Analysis of psychological factors found that intrinsic motivation was a key predictor of daily physical activity among adolescents, with the satisfaction of basic psychological needs mediating approximately 25% of the influence of parental support on activity levels. Gender differences manifested themselves in the fact that boys demonstrated a higher orientation towards the perception of physical competence and competitiveness, while girls valued aesthetic aspects and social interaction to a greater extent. The study of sociocultural factors revealed a hierarchical structure of influences, where the family environment played the role of the primary agent of socialisation through the mechanisms of parental expectations and behaviour modelling, while peer support and digital forms of interaction created additional channels of motivational influence. Analysis of pedagogical technologies showed that gamified interventions based on self-determination theory lasting more than 12 weeks increased moderate-intensity physical activity, with group training having a stronger effect than individual forms. The results made it possible to develop a three-level system of recommendations for teachers, coaches and organisers of physical education and sports activities, covering individual pedagogical interaction, the organisation of the educational process and systemic policies with an emphasis on supporting the autonomy, competence and social belonging of adolescents. The practical significance lies in creating an evidence base for the development of effective programmes to increase physical activity among young people, taking into account age, gender and cultural characteristics

Keywords

basic psychological needs; self-determination; goal setting; gamification; autonomy; digital tools

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Suggested citation

Panhelova, N., Shapran, O., & Kravchenko, T. (2026). Forming motivation for physical education in adolescence. Theory and Practice of Physical Culture and Sports, 5(1), 9-23. https://doi.org/10.69587/tppcs/1.2026.09