The Social Context as a Determinant of Teacher Motivational Strategies in Physical Education

THE SOCIAL CONTEXT AS 27

as the guiding framework in our study because it discusses how the social context can
influence teachers’ attempts to motivate students. However, despite being guided by theory,
we were keen to identify and categorize anomalies and complexities that emerged through
the interviews.

This study offers a starting point for examining social-contextual determinants of
teacher motivational strategies in PE. The identification of these is important because it
allows a greater understanding of the reasons why teachers do not always utilize adaptive
teaching strategies. Greater awareness of teachers’ embodied experiences, in particular their
emotional and behavioral reactions to aspects of the teaching context will help to inform
schools and educational bodies of how to aid PE teachers in delivering better quality teaching
to all students.

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