A Study on Teachers as Crucial Facilitators in Psychological Needs and the Quality of Student Participation in Physical Education

Author(s)	D.V. Balachandra, P. Lakshmi Narayana Reddy
Country	India
Abstract	Studying motivation is crucial for understanding why some students show strong levels of behavioural, cognitive, and emotional involvement in learning. In contrast, others lack interest, offer boredom, and withdraw effort (i.e., are disgruntled). This study applies self-determination theory (SDT) principles to analyze student involvement and disaffection in school physical education (PE). Our analysis focuses on the idea in Self-Determination Theory that meeting fundamental psychological needs (such as autonomy, competence, and relatedness) serves as the driving force for optimum motivation and well-being. Teacher tactics and class arrangements are evaluated based on their ability to meet or hinder these psychological demands. A mediated model illustrating a 'student-teacher dialectical' framework is offered to combine the considered material. Several suggestions from practitioners on enhancing student involvement in physical education are provided. Finally, the results of previous treatments in the school setting are given and analyzed.
Keywords	Physical Education, Teachers, Psychological needs, Student Participation, Self-Determination Theory.
Field	Engineering
Published In	Volume 8, Issue 3, May-June 2026
Published On	2026-05-28
DOI	https://doi.org/10.36948/ijfmr.2026.v08i03.79964

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