Background/Purpose Prior research across knowledge domains documented a decline tendency in learners' motivation. In this study, we attempted to examine learners' motivation change and knowledge learning in a concept-based physical education curriculum.
Method Two cohorts of students (3rd grade, N1 = 252; 4th grade, N2 = 235) from 13 randomly sampled elementary schools were followed for four consecutive semesters. Expectancy-value motivation and fitness knowledge learning were measured using validated instruments in each semester.
Analysis/Results Students reported relatively high motivation scores, but their motivation declined over time (for time: λ = 2.25, df = 15, p = .01, η^2 = .13; for cohort: λ = 2.29, df = 5, p = .05, η^2 = .13). Specifically, attainment (p = .04), interest (p < .01), and utility (p < .01) values declined over the four semesters. Younger learners scored higher in expectancy beliefs (F = 5.37, df = 1, p = .02, η^2 = .06), interest (F = 9.84, df = 1, p = .00, η^2 = .11), and utility (F = 5.03, df = 1, p = .03, η^2 = .06) values than their older counterparts. Students achieved moderately in learning fitness knowledge (M = 59%, SD = 10%). Knowledge test scores increased semester by semester; but the increases were not statistically significant. Test scores did not correlate with motivation scores.
Conclusions The findings indicate that elementary school students' motivation declined over time in the concept-based physical education curriculum, and that knowledge learning achievement is independent from learners' motivation.