Does blended learning enhance the academic motivation levels of physical education and sports pre-service teachers? A quasi-experimental study

This study investigated the impact of a blended learning intervention on the academic motivation of pre-service physical education teachers. A quasi-experimental design with pre-test and posttest measures was employed. The Academic Motivation Scale (AMS) was used to assess intrinsic motivation, extrinsic motivation, and amotivation. Results showed that the blended learning group experienced a significant increase in intrinsic motivation compared to the control group. No significant differences were found in extrinsic motivation or amotivation between the groups. The findings suggest that blended learning can enhance intrinsic motivation in pre-service physical education teachers, highlighting its potential for improving teacher education programs.