Motivational patterns and intention to be physically active in students aged 12 to 15 in Physical Education classes

Abstract

Motivation in Physical Education influences sustained participation and the continuation of physical activity outside school during early adolescence. To describe motivational regulations and their relationship with the intention to be physically active in students aged 12 to 15 years. Quantitative, non-experimental, cross-sectional, descriptive–correlational study. A total of 170 students (12–15 years) from the “Teodoro Gómez de la Torre” educational unit participated. The PLOC-2 scale (intrinsic, integrated, identified, introjected, external regulation, and amotivation) and the MIFA scale (intention) were administered. Descriptive analyses and Spearman correlations (p < 0.05) were conducted, and motivational profiles were explored. Self-determined regulations and high intention predominated. Intention was associated with intrinsic motivation (? = 0.52), identified regulation (? = 0.49), and integrated regulation (? = 0.44), and was negatively related to amotivation (? = ?0.41). Introjected regulation showed a weak association (? = 0.18), and external regulation was not significant (? = 0.06). Descriptive profiles showed higher intention in the high autonomous group and lower intention in the low motivation/amotivation group. A predominantly autonomous motivational pattern linked to higher future intention was observed; the presence of introjected components suggests that part of the engagement may be less stable. It is recommended to strengthen climates that support autonomy, competence, and relatedness, and to expand accessible extracurricular opportunities.