Supplementary information files for "Motivational profiles and students’ achievement emotions during fitness testing in secondary school physical education in England"

Supplementary files for article "Motivational profiles and students’ achievement emotions during fitness testing in secondary school physical education in England"<br><br>Grounded in self-determination theory, the aim of this study was to identify student motivational profiles when engaging in fitness testing (FT) lessons and the cognitive, emotional, and behavioural responses associated with these profiles. Three hundred and forty-two students from seven secondary schools in England took part in a typical FT lesson taught by their PE teacher. In this lesson, students completed measures of emotion pre, during and post the lesson, in addition to assessments of their perceived success after undertaking a running test and their situational motivation in the lesson. Running test scores were also recorded. Conducting Latent profile analysis, three distinct profiles were identified among the students: “low quality” (high in external regulation and amotivation, and low in intrinsic and identified regulation), “high quality” (high in intrinsic and identified regulation, and low in external regulation and amotivation) and “mixed” motivation (average levels across all motivation regulations). Further statistical analyses revealed that students in the “high quality” motivational profile experienced significantly higher enjoyment compared to the “low quality” motivational profile. No other differences in emotional responses were found. From a practical perspective, teachers could consider how FT lessons are framed, such that lessons have a clear, shared purpose and foster a needs-supportive environment. In turn, this should lead to students being more intrinsically motivated and positively engaged in FT lessons.<br><br>© The Author(s), CC BY-NC-ND 4.0