Percepción subjetiva del esfuerzo y motivación en educación física escolar: análisis de su relación e implicancias pedagógicas en estudiantes del C.P.E.S. N.° 12 (28 de Noviembre, Santa Cruz)

Abstract

School Physical Education is a key setting for promoting active lifestyles during adolescence; however, students’ experiences of physical effort and their motivation to participate are not homogeneous. The main objective of this study was to analyze the relationship between Rating of Perceived Exertion (RPE) and motivation in Physical Education classes in a 2nd-year secondary school group at C.P.E.S. No. 12 in the city of 28 de Noviembre (Santa Cruz, Argentina), in order to provide pedagogical guidelines for planning and teaching the subject. A quantitative, descriptive–correlational study was conducted using a non-experimental, crosssectional design, complemented by structured classroom observation records. For the sociodemographic and physical activity habits characterization, a sample of n = 15 students was considered. For analyses related to the core study measures (RPE, motivation, and observation), an analytic sample of n = 14 students (complete cases) was used. RPE was recorded at the end of five consecutive classes focused on speed and strength contents using Borg’s CR-10 scale. Motivation toward Physical Education was assessed with the Physical Education Motivation Questionnaire (CMEF), complemented by a sociodemographic and physical activity habits questionnaire and a structured observation sheet to record participation, attention, observable effort, and classroom climate. Results showed moderate and relatively stable mean RPE values (around 4–4.5 on the CR-10 scale), without reaching extreme exertion levels. The motivational profile was characterized by medium-to-high intrinsic motivation and identified regulation, intermediate external and introjected regulations, and low amotivation, together with a mostly positive classroom climate. Taken together, these findings suggest that moderate exertion may be perceived as acceptable and pedagogically valuable when students assign meaning to the activity and feel competent and supported. It is concluded that RPE, motivation, and observed classroom behaviors form an interrelated framework that should be considered when planning and delivering Physical Education lessons. Incorporating RPE as a teaching tool, addressing motivational diversity, and fostering a climate that supports autonomy, competence, and relatedness may help promote more meaningful and sustainable physical activity experiences at school. From a pedagogical perspective, this study provides situated criteria for planning Physical Education lessons that regulate perceived exertion, strengthen student motivation, and promote more meaningful and sustainable participation experiences.