Qualitative Analysis of the Causes and Consequences of Declining Student Motivation in Physical Education Classes

Abstract

This study aimed to qualitatively explore the underlying causes and consequences of declining student motivation in physical education (PE) classes among high school students in Tehran. A qualitative research design with a descriptive–exploratory approach was employed. Sixteen high school students (8 males and 8 females) aged 15–18 years were selected through purposive sampling to capture diverse experiences. Data were collected through semi-structured, face-to-face interviews and continued until theoretical saturation was reached. Interviews were audio-recorded, transcribed verbatim, and analyzed using thematic analysis. NVivo 14 software was utilized to code the data in three stages: open coding, axial coding, and selective coding. Open coding generated 72 initial codes, axial coding grouped them into 18 broader categories, and selective coding synthesized these into two main themes: causes and consequences of motivational decline. Analysis revealed that causes of declining motivation encompassed multiple dimensions, including lack of engaging and varied activities, inadequate teaching methods, limited resources and facilities, insufficient teacher support, negative teacher behaviors, overemphasis on competition, peer-related challenges, student-related barriers, academic and external pressures, cultural and gender-related limitations, and organizational weaknesses. Consequences included reduced engagement in class activities, lower physical fitness levels, weakened social relationships, diminished self-confidence in physical abilities, increased absenteeism from PE, and decreased likelihood of sustaining lifelong physical activity habits. These findings align with prior studies highlighting the influence of self-efficacy, autonomy support, cultural values, and environmental resources on academic motivation. Declining student motivation in PE is the result of a complex interplay of individual, social, cultural, and environmental factors, leading to significant short- and long-term consequences for students’ physical, social, and emotional well-being. Addressing these issues requires multifaceted interventions that enhance instructional practices, improve facilities, foster supportive peer and teacher relationships, and challenge cultural stereotypes that limit participation, particularly among female students.