This study investigates the development of latent motivation profiles in physical education (PE) over time and the contribution of motor competence (MC) to profile memberships. A total of 1121 Finnish students participated at baseline Grade 5, with 762 remaining at the final measurement point in Grade 9. Motivation was assessed using the Perceived Locus of Causality Scale, while MC was measured through side-to-side jump, throw-catch, and five-leap tests. Latent transition analysis identified four distinct motivation profiles: Poor, Fair, Good, and Excellent. Most students either remained in the same profile or transitioned to adjacent ones. However, a notable decline was observed between Grades 7 and 8, where some students moved from the Excellent to the Poor profile. Boys were more likely to be classified in the Poor motivation group by Grade 9. Lower MC, especially in throw-catch and five-leap performance, was associated with Poor motivation profiles in Grades 5 and 6. These findings suggest that early intervention is crucial, particularly for students with lower MC, to prevent declining motivation. The transitional period between Grades 7 and 8 appears especially critical, warranting focused support strategies. Furthermore, gender-specific patterns indicate a need for tailored approaches to maintain motivation, particularly among boys. Differences across schools also suggest that local context plays a role in these developmental patterns. Overall, the study emphasizes the importance of early, individualized support in PE to sustain and improve student motivation throughout schooling.
Gråstén et al. (Tue,) studied this question.