Author(s): YIP, H.T., LEUNG, K., BALAGUER, I., DUDA, J., Institution: UNIVERSITY OF BIRMINGHAM, Country: HONG KONG, Abstract-ID: 2023

INTRODUCTION
Research reveals children and youth in Hong Kong to have low physical activity and physical fitness levels and a high prevalence of obesity. Physical education (PE) in schools can serve as a crucial outlet to promote students’ motivation toward and participation in physical activity. However, students are not always optimally engaged in PE, with 2ry school students prone to amotivation. Studies have demonstrated that students motivation in PE is greatly influenced by the views and practices of PE teachers. Past work in this area have primarily adopted quantitative methods and examined students perceptions of their motivation. This study aimed to examine, via an in-depth qualitative methodology, Hong Kong PE teachers’ perceptions of the characteristics (thoughts, emotions, and behaviours) of ‘motivated’ and ‘unmotivated’ secondary students during PE class.
METHODS
Semi-structured online interviews were conducted with 15 Hong Kong local secondary school PE teachers [n = 7 males; mean age = 34.2 (SD = 9.4); mean years of teaching = 10.7(SD =10.2)] from 3 regions (New Territories, Kowloon and Hong Kong Island) and bandings (grouping students by academic levels or abilities). They were asked to share their experiences and observations in teaching ‘motivated’ and ‘less motivated’ 2ry school students in PE classes. The data were analysed using a six-step thematic analysis technique, including creating, reviewing, and defining themes.
RESULTS
Seven themes emerged in the characterisations of ‘motivated’ students: (a) high proficiency in sports, (b) high interest in sports, (c) higher openness to try (love to engage in new tasks), (d) higher resilience (do the best, never give up, self-assurance), (e) extrovert (outgoing and socially competent), (f) higher relatedness (Give support towards both teachers and peers), and (g) comfortable (experience a sense of ease). Five themes captured teachers’ views of ‘unmotivated’ students: (a) low engagement (frequently seeking means to evade the lesson), (b) unconfident (not willing to try to prevent failure), (c) social exclusion (poor peer relationships), (d) introvert (shy and reticent), and (e) feeling powerless (always fail in doing the tasks).
DISCUSSION
This study is an initial endeavour to qualitatively explore the perspectives of teachers regarding students motivational engagement in PE in Hong Kong. Findings can provide instructors with vital insights to devise effective motivational strategies and create more optimal learning environments in physical education classes in Hong Kong.