UNIVERSITI TEKNOLOGI MARA

NEGERI SEMBILAN BRANCH

STUDENT MOTIVATION IN PHYSICAL

EDUCATION AND ENGAGEMENT IN PHYSICAL
ACTIVITY AMONG SECONDARY SCHOOL
STUDENTS

RAJA AIMAN NAIM BIN RAJA AZAHAR

2017504507

BACHELOR OF SPORTS MANAGEMENT (HONS.)

FACULTY OF SPORTS SCIENCE AND RECREATION

August 2021
 UNIVERSITI TEKNOLOGI MARA
NEGERI SEMBILAN BRANCH

STUDENT MOTIVATION IN PHYSICAL

EDUCATION AND ENGAGEMENT IN PHYSICAL
ACTIVITY AMONG SECONDARY SCHOOL
STUDENTS

RAJA AIMAN NAIM BIN RAJA AZAHAR

(2017504507)

Project paper submitted in partial fulfillment of the requirements for the

degree of Bachelor of Sports Management (Hons.)

Faculty of Sports Science and Recreation

August 2021
 LETTER OF TRANSMITTAL

August 2021

Madam Nurul Ain Binti

Muhammad Rafiai
Supervisor,
Faculty of Sports Science and Recreation,
University Technology MARA Negeri Sembilan,
Branch Seremban 3 Campus
Seremban,
Negeri Sembilan Darul Khusus.

Dear Madam,

STUDENT MOTIVATION IN PHYSICAL EDUCATION AND ENGAGEMENT

IN PHYSICAL ACTIVITY AMONG SECONDARY SCHOOL STUDENTS

Enclosed is a project paper entitled ‘Student Motivation in Physical Education and

Engagement in Physical Activity among Secondary School Students’. With the
submission of this research project, I do hope it will enable me to meet the requirements
and complete this Bachelor of Sports Management (Hons.) program.

I would like to express my heartfelt gratitude, appreciation and words of thanks for your
advice, guidance and support that you had rendered to me in completing this project
paper on time.

Thank you.

Yours sincerely,

……………………………………………
(RAJA AIMAN NAIM BIN RAJA AZAHAR)

i
 AUTHOR’S DECLARATION

I declare that the work in this dissertation was carried out in accordance with the
regulations of University Technology MARA. It is original and is the results of my own
work, unless otherwise indicated or acknowledged as referenced work. This thesis has
not been submitted to any other academic institution or non-academic institution for any
degree or qualification.

I, hereby acknowledge that I have been supplied with the Academic Rules and
Regulations for Postgraduate, University Technology MARA, regulating the conduct of
my study and research.

Name of Student : Raja Aiman Naim Bin Raja Azahar

Student I.D. No. : 2017504507
Programme : Bachelor of Sports Management
Faculty : Sports Science and Recreation
Project Paper Title : Student Motivation in Physical Education and
Engagement in Physical Activity
among Secondary School Students

Signature of Student : ..............................................................................

Date : August 2021

ii
 ACKNOWLEDGEMENT

In the name of Allah S.W.T The Most Gracious and The Most Merciful and the
deepest gratitude to Allah for the strength to complete this project.
Foremost, I would like to express my sincere gratitude to my supervisor Madam
Nurul Ain Muhammad Rafiai, for the guidance and advice during my final year project.
Her insightful comments and knowledge throughout this study has encouraged and
motivated me.
Next, I would like to thank the authority of University Technology Mara (UiTM)
for providing their students with a good environment and motivation to complete this
research project. It gave me an opportunity to stay motivated and pursue the work
needed to complete this research project.
My sincere thanks also goes to my friends for their encouragement and help
especially to my colleagues of final year project. All the fun we had in these years will
be cherished throughout my life.
Last but not least, I would like to thank my family members for the physical and
emotional support and love especially both of my wonderful parents Mr. Raja Azahar
bin Raja Adenan and Mrs. Khalijah binti Muhamad who have been the important role
throughout my life. Finally, lot of thanks to all individuals that involved either directly
or indirectly in the completion of this thesis

iii
 ABSTRACT

The goal of this study was to look at student motivation in physical education classes by
looking at the links between motivational climate perceptions, attitudes, degrees of self-
determination, and physical activity participation. A total of 114 sixth, seventh, and
eighth graders took part in the study. Self-reported physical activity levels, attitude,
motivation, and views of the motivating atmosphere were all assessed using surveys.
Pedometers offered a metric for measuring physical activity that was objective. Positive
opinions of the utility and pleasure of physical education were linked to greater levels of
self-determined motivation and perceptions of a learning (task-oriented) atmosphere.
From sixth to eighth grade, perceptions of a learning atmosphere and student attitudes
deteriorated. In addition, from sixth to eighth grades, the average number of steps taken
during physical education courses decreased. Physical education programmes that appeal
to both boys and girls and stress a focus on learning and growth, according to one study,
foster positive attitudes and intrinsic drive. Furthermore, physical education teachers
should give a variety of options in their classrooms to foster a sense of autonomy and
self-determination in their students. This study adds to the growing body of data that can
help physical educators create programmes that help kids become more active and
healthier.

Keywords: Student’s motivation, Engagement of Student, Physical Education, Physical Activity

iv
 PAGE

LETTER OF TRANSMITTAL i
AUTHOR’S DECLARATION ii
ACKNOWLEDGEMENT iii
ABSRACT iv
TABLE OF CONTENTS v
LIST OF TABLES ix
LIST OF FIGURES x
LIST OF SYMBOLS xi
LIST OF ABBREVIATIONS xii

CHAPTER ONE: INTRODUCTION

1.1 Background of the Study 1
1.2 Statement of the Problem 2
1.3 Research Questions 3
1.4 Research Objectives 3
1.5 Research Hypothesis 4
1.6 Significance of the Study 4
1.7 Delimitations of the Study 5
1.8 Limitations of the Study 5
1.9 Definitions of Terms 9
1.9.1 Motivation 5
1.9.2 Physical Education 5
1.9.3 Student Motivation involves Physical Education 6
1.9.4 Physical Activity 6
1.9.5 Engagement in Physical Activity 6
CHAPTER TWO: LITERATURE REVIEW
2.1 Introduction 7
2.2 Body 7
2.3 Research framework 9
2.4 Summary 10

v
CHAPTER THREE: METHODOLOGY
3.1 Introduction 11
3.2 Research Design 11
3.3 Sampling 12
3.4 Instrumentation 12
3.5 Data Collection Procedure 13
3.6 Data Analysis 15

vi
CHAPTER FOUR: RESULT AND DATA ANALYSIS
4.1 Introduction 16
4.2 Descriptive Statistic of Demographics Profile 17
4.2.1 Educational Level 17
4.2.2 Gender 18
4.3 Descriptive Statistic 19
4.3.1 Student Motivation in Physical Education 19
4.3.2 Engagement in Physical Activity 21
4.4 Hypothesis Testing 22
4.4.1 Relationship between Student Motivation and Engagement in 23
Physical Activity among Secondary School Students
4.4.2 Difference in Student Engagement between Educational Level 24
Among Secondary School Students

vii
CHAPTER FIVE: DISCUSSIONS, CONCLUSIONS AND
RECOMMENDATIONS
5.1 Introduction 25
5.2 Discussion
5.2.1 Demographic Profile of Sekolah Menengah Kebangsaan Gunung 26
Rapat, Ipoh Secondary School Students.
5.2.2 The Motivation of Students to Join the Physical Education Classes 26
Among Secondary School Students at SMK Gunung Rapat, Ipoh
students at SMK Gunung Rapat, Ipoh.
5.2.3 The Relationship between Student Motivation and Engagement in 27
Physical Activity among Secondary School Students at SMK
5.2.4 The Relationship between Student Gender and Student
Engagement in Physical Activity among Secondary School 28
Students at SMK Gunung Rapat, Ipoh.

5.3 Conclusion 30
5.4 Recommendation 31

REFERENCES 32
APPENDICES 34

viii
Tables Titles Page

Table 4.2.1 Demographic Profile of Educational Level 17

Table 4.2.2 Demographics Profile of Gender 18

Table 4.3.1 Student Motivation in Physical Education among secondary 19

school students
Table 4.3.1.1 Student motivation in physical education among secondary 20
school students

Table 4.3.2 Engagement in physical activity among secondary school 21

students

Table 4.3.2.1 Engagement in physical activity among secondary school 22

students

Table 4.4.1 Relationship between Student Motivation and Engagement in 23

Physical Activity among Secondary School Students

ix
Figures Titles Page
Figure 1 The Flow of Collecting Data Procedure 14

x
Symbols Term
N Total Sample
% Percentage
SD Standard Deviation
M Mean
Ha Hypothesis Alternated
Ho Null Hypothesis
t t distribution
df Degrees of Freedom
P Significant
f Frequency

xi
Abbreviations

WHO World Health Organization

UiTM Universiti Teknologi MARA

PA Physical Activity

PE Physical Education

SMK Sekolah Menengah Kebangsaan

SPSS Statistical Package for Social Science

xii
 CHAPTER ONE

INTRODUCTION

1.1 BACKGROUND OF THE STUDY

Children in Malaysia begin their education at the age of four in pre-school,

although this is not compulsory. Primary schooling begins when the child hits the age
of six on the first day of January of the new school year. Currently, only six years of
primary education are obligatory, while five years of secondary education will be
compulsory by 2015. The government offers free primary education for six years and
secondary education for five years. At the conclusion of this secondary school, Sijil
Pelajaran Malaysia, Sijil Pelajaran Malaysia, conducts a joint public examination for
students (SPM). Public secondary education in Malaysia is provided by National
Secondary Schools (Sekolah Menengah Kebangsaan, SMK). National Secondary
Schools use Malay as the main medium of instruction because Malay language is the
National language of Malaysia while English is a compulsory subject in all schools.
Physical inactivity is a serious global issue seen in youth and adolescence (6–18 years
of age), as illustrated by the World Health Organization (2016) in its most recent study.
In this way, it is commonly investigated that inactivity is associated with severe physical
ailments (e.g., overweight and obesity) and behavioral conditions (e.g., depression)
(Knight, 2012).

While this demographic indicates a willingness to be more involved, social

(environmental) influences (e.g., "screen culture") have a substantial effect on the
ultimate decision to devote less time to healthy physical activity (Ennis, 2017). Physical
inactivity is a serious global issue seen in youth and adolescence (6–18 years of age),
as illustrated by the World Health Organization (2016) in its most recent study. In this
way, it is commonly investigated that inactivity is associated with severe physical
ailments (e.g., overweight and obesity) and behavioral conditions (e.g., depression)
(Knight, 2012). While this demographic indicates a willingness to be more involved,
social (environmental) influences (e.g., "screen culture") have a substantial effect on the
ultimate decision to devote less time to healthy physical activity (Ennis, 2017).

1
 That is why, besides the actions of families and scholars, the public policy and
particular education policies of the regulatory authorities play a decisive role in the
development of productive and balanced behaviors (Pate and Dowda, 2019). As far as
education is concerned, physical education (PE) is the most important topic to
accomplish this task because of its special successful and functional structures, as
opposed to the rest of the regions (Kohl and Cook, 2013). The contents of this subject
are arranged in a variety of disciplines (e.g., Adventure Education, Health-Related
Physical Activity Elements, Sports Alphabetization or Dance Teaching) based on the
educational curriculum of each region (Kirk et al., 2006). Thus, Simone-Rychen and
Hersh-Salganik (2003) suggested the development of all subjects' contents into a
holistic model of competence within the context of the concept and collection of
competencies. Recently, Escalié et al. (2017) stressed that the goal of each piece of
content is to build a comprehensive student growth that considers inclusion pedagogy
alongside other topics.

Specifically, in the educational sense, sport-based and lifestyle programs are one
of the most developed and explored contents in PE curricula around the world (Green
et al., 2005). Thus, sport literacy or sport literacy in PE is the special substance of the
school curriculum aimed at improving the skill of sport, which is the capacity to deal
with a wide variety of tactical/technical problems throughout the exercise of sport
(Kolovelonis and Goudas, 2018).

1.2 STATEMENT OF THE PROBLEM

Getting and keeping students motivated at school is hard work. As a physical

education coach, he can sound almost unlikely. Some students are athletic, while some
do not choose to play sports; some tend not participate in competitive interaction or are
unfamiliar with physical exercise. As a PE teacher, you can give awards and trophies to
students for the achievement of their assignments, but these external motivators will
soon lose their appeal and you will be left to continue to find more opportunities just to
keep your students motivated.

2
 The key to getting and keeping your students motivated in PE is to build their
own inspiration. Intrinsic encouragement is a joy for students to partake in or
accomplish an exercise. To help get you started, we have put together four tactics to
develop the confidence of your students. Although the tips below are meant for PE
instructors, they are applicable to all subjects and can quickly be modified to improve
student motivations in math, ELA, science, and beyond.

From the evidence shown, this study is trying to understand the effect of physical
activity on student motivation by highlighting the relationship between physical activity
and motivational point average of secondary school students in selected schools.

1.3 RESEARCH QUESTIONS

These are the research questions of the study:

1. What is the motivation of students to join physical education classes among

secondary school students at SMK Gunung Rapat, Ipoh?
2. What is the relationship between student motivation and engagement in
physical activity among secondary school students at SMK Gunung Rapat, Ipoh?
3. Is there any difference between educational level on student motivation
among secondary school students at SMK Gunung Rapat, Ipoh?

1.4 RESEARCH OBJECTIVES

1. To identify the motivation of students to join the physical education classes

among secondary school students at SMK Gunung Rapat, Ipoh.
2. To investigate the relationship between student motivation and engagement
in physical activity among secondary school students at SMK Gunung Rapat, Ipoh.
3. To determine the difference in student motivation between educational level
among secondary school students at SMK Gunung Rapat, Ipoh.
3
 1.5 RESEARCH HYPOTHESES

Ho1: There are no motivation of students to join the physical education

classes among secondary school students at SMK Gunung Rapat, Ipoh.

Ha1: There are motivation of students to join the physical education classes
among secondary school students at SMK Gunung Rapat, Ipoh.

Ho1: There is no relationship between student motivation and engagement

in physical activity among secondary school students at SMK Gunung Rapat, Ipoh.

Ha1: There is relationship between student motivation and engagement in

physical activity among secondary school students at SMK Gunung Rapat, Ipoh.

Ho1: There is no difference between educational level on student

motivation among secondary school students at SMK Gunung Rapat, Ipoh.

Ha1: There is difference between educational level on student motivation

among secondary school students at SMK Gunung Rapat, Ipoh.

1.6 SIGNIFICANCE OF THE STUDY

1. Student: -
a. Enable students to be more active and focused on venturing into physical
education subjects for the better.
b. Give students confidence in the importance of physical education in daily life.
2. Teacher: -
a. The teachers gain more inputs about their students' motivation and can
alternate their teaching strategies toward students.
b. Teachers can improve their understanding of a variety of students.

4
1.7 DELIMITATION

Subjects involved (number of respondents) from different gender, race, and age.
The questionnaire is distributed for students of SMK Gunung Rapat, Ipoh in 2021. The
questionnaire also comprises two languages, English and Malaya. Both languages
should provide the respondents with more clarification on - issue.

1.8 LIMITATION

Limitations may be identified as the shortcomings of the analysis. There were

pitfalls as the researcher was unable to track the shortcomings of the report. The
weakness of this analysis was the honesty of the respondent who answered the question.

1.9 DEFINITION OF TERMS

1.9.1 Motivation

Motivation is the motivation for behavior, willingness, and intent. Motivation

is extracted from a term of motivation, or a desire that demands fulfillment. These
wants, expectations or desires may be gained by the influence of tradition, society,
lifestyle, or may be generally innate. The motivation of the person can be motivated by
outside influences (extrinsic motivation) or by themselves (intrinsic motivation) (Ryan
RM & Deci EL, 2000).

1.9.2 Physical Education

Physical education, also known as Phys Ed., PE, gym, or gym class, and in
some Commonwealth countries as physical training or PT, is a class that students are
expected to attend at school. It is used during primary and secondary education and
facilitates psychomotor learning in a play or action discovery environment that supports
wellbeing (Anderson, D., 1989).

5
 1.9.3 Student Motivation involves Physical Education.

The inspiration of students in physical education can be separated into internal and
external dimensions. Internal considerations include individual characteristics (e.g., age,
gender, school level, skill level, physical attributes), layout variables (e.g., personality,
perceived competence, mission and ego orientation, target orientation, inner motivation) and
individual situational variables (e.g., athletic practice during leisure time, motivation for
sport activity, perception of success) (Blanchardet al, 2007; Cloes, 2005).

1.9.4 Physical Activity

Physical exercise as any body movement created by skeletal muscles that

involves energy expenditure. Physical exercise refers to any movements, whether at free
time, for transportation to and from locations, or as part of a person's job. Both mild and
intense physical exercise promotes health (World Health Organization, 2020).

1.9.5 Engagement in Physical Activity

Centered on Self-Determination Theory (SDT) incentive to participate in PA

can involve both intrinsic and/or extrinsic aspects. Intrinsic drive refers to the activity
of enjoyment and intrinsic happiness (Deci E, Vansteenkiste M, 2004).

6
 CHAPTER TWO
LITERATURE REVIEW

2.1 INTRODUCTION

An analysis of the literature from many journal articles related to this thesis will
be included in this chapter. It will also consist of an overview and interpretation of each
research source relevant to the purpose of this report. Regular involvement in physical
exercise (PA) is important for the preservation of health and well-being over the
lifetime. While the well-known health benefits of being physically active (Janssen and
LeBlanc, 2010). Parents play an important part in the growth of infant wellbeing
behaviors (Taylor et al., 1994). Parental support to be active and parent's own physical
activity are two modifiable variables that can influence activity-related behaviors in
children (Tandon et al., 2014; Trost and Loprinzi, 2011; Yao and Rhodes, 2015). In
addition, children will be more likely to feel comfortable about their existence when
parents often take them part in undertaking activities. This has extensive implications
for their intellectual health and, in turn, their bodily health. Therefore, these problems
must be identified whether there is any relationship between perceived children’s on
`parents support in involvement in physical activity.

2.2 BODY

2.2.1 Student Motivation Involves Physical Education

Physical education is a subject in which pupils are required to learn knowledge

and expertise in athletics and physical activity (Allison et al., 2000). Arnold (1979)
proposed that physical education is movement education, movement education, and
movement education. Training in physical education is also achieved by mastering
physical movement through physical exercise. In this learning process, inspiration acts
as the key factor that drives students to the objective of learning (Solmon, 2003). Thus,
if the main purpose of PE teaching is to help children learn, grow, and follow healthier
lifestyle habits, it is important to explore and stimulate their enthusiasm for taking this
kind of action, and the best way to accomplish this goal is to enable them to participate

7
as much as possible in PE lessons. And there are several variables that can intervene
with this process.

2.2.2 Perceived of Children on Parents Support in Physical Activity Involvement

Regular childhood physical exercise has formed relationships with enhanced

physical wellbeing and psychological well-being (Janssen & Leblanc, 2010). In
childhood and adolescence, higher levels of physical activity often associate favorably
with school participation and success, defend against obesity, and play an important role
in deciding patterns of lifetime activity (Cooper et al., 2015; Telama et al., 2005).
Parental support is the most significant correlation of children's physical activity, as the
latest meta-analysis found that the relationship between parental support and child PA
provides a medium impact scale. The analysis studies identified maternal modeling and
concrete and intangible help as possible parental associations of children's physical
activity.

Otherwise, parents' social support and maternal motivation have been shown to
be related as they spend more time outdoors. The research found that the time spent
outdoors with peers made the child's exposure to physical exercise greater. Parent
parental support has been a highly significant influence in the engagement of children
in physical activity. Parents will make physical activity simpler for teachers and reduce
the harmful impact of low-competence views of adolescents. (Bo Shen, Erin Centeio,
Alex Garn, Jeffrey Martin, 2018). Various areas of parental control can have long-
lasting effects on their children's physical health, with several research reflecting the
importance of parental engagement and motivation.

2.2.3 Physical Activity Participation

Physical exercise refers to any movement created by skeletal muscles that results
in energy expenditure which can be measured quantitatively using metabolic
equivalents or step counts (9). As such, physical activity is an all-encompassing concept
that encompasses fitness, preparation, involvement in sport, recreational play, and
active travel. Regular childhood physical exercise has formed relationships with
enhanced physical wellbeing and psychological well-being (Janssen & Leblanc, 2010).
Physical exercise encourages resilience, increases quality of life by minimizing illness
(Ribeiro, Araújo, Andaki, José & Lacerda, 2013; Santos, Ribeiro, Dos Santos &

8
Lacerda, 2013) and promotes psychological well-being (Warburton, Nicol & Bredin,
2006). In childhood and adolescence, higher levels of physical activity often associate
favorably with school participation and success, defend against obesity, and play an
important role in deciding patterns of lifetime activity (Cooper et al., 2015; Telama et
al., 2005). While some children see themselves as having the potential to do well in
physical exercise, some of them are resistant to it because they lack certain physical
activity abilities. To participate in physical activity, children must have their perceived
competence for their intentions in physical activity. Parent parental support has been a
highly significant influence in the engagement of children in physical activity.

There is evidence that physical exercise can make a substantial contribution to

avoiding depression, decreasing stress and anxiety, and improving mood (Sustrans,
2010). Low level of physical activity is mostly related to increased risk to stress and
burnout. It is true that a low level of physical activity or sedentary behavior can be well-
defined as any waking movement characterized as low energy expenditure (≤1.5 MET)
and a leaning back stance or sitting (Hamdani & Targett, 2017). Other than that, five or
more days of doing a vigorous, moderate, or walking physical activity that can achieve
up to 600 to 2999 MET per week are also considered as a moderate physical activity
(Brito, 2012).

2.3 Research framework

Based on figure 2.1 below, it shows the relationship between the perceived
support of children's support in physical activity involvement in physical activity.
Perceived of children on parents’ support may have a relationship between physical
activity participation of children. We hypothesized that high involvement in physical
activity participation will affect the perceived effects of children on parents support in
physical activity. This is because parents' support can boost the spirit of children to
participate in physical activity. Basically, the perceived of children on parents' support
in physical activity involves two types which are tangible and intangible. Tangibles are
the parents itself that have an effort to bring their children involve in physical activity
like provided transportation.

9
 Ind De
ependent pendent
Variable Variable

Percei
ved of children Phy
on parents sical
support in activity
physical participati
activity

Tan
gible
Int
angible

Figure 1: Research framework of relationship between perceived of children

on parents support in involvement in physical activity.

2.4 SUMMARY

In conclusion, the several studies that are related to this study will help
the researcher to develop experience and improve the existing knowledge to become
better and useful in the study area. The literature review makes the researcher can see
more clearly what are the weaknesses and the limitations that blocked the past study to
deliver the complete knowledge.

There are many useful ideas that have been used by the past researcher that can
be a guideline for the present researcher to complete this study refers from previous
journal and article that related to this study which is the association between perceived
children on parents support in involvement in physical activity.

10
 CHAPTER 3
METHODOLOGY

3.1 INTRODUCTION

The goal of this research was to examine student motivation in physical

education classrooms by exploring the relationship between motivational environment
beliefs, behaviors, levels of self-determination and interest in physical activity. The
topics discussed in this chapter are test architecture, sample size and sampling
methodology, instrumentation, data collection and statistical analysis.

To accomplish the specified goals, this chapter used different approaches of the
analysis methodology. The various approaches used in this research was to compare the
enthusiasm of the pupil in physical activity between the sexes. To achieve a clearer
understanding of the methods of this report, this chapter will be addressed in a variety
of pages, including research architecture, sampling techniques or witnesses,
instrumentation, data collection and data interpretation. The basic thesis purpose of this
analysis was as follows:

3.1.1 To compare the differences of student motivation in physical education

between gender.

3.2 RESEARCH DESIGN

In this study, the researcher uses a quantitative approach to accomplish the

research goal. Quantitative analysis was a quantifiable evidence with numerical and
methodological descriptions.

This thesis is therefore a non-experimental study that uses a specific approach

that is causal to the processing of data to respond to all testing purposes. This approach
was selected because it aligns with the key goal of comparing the variations in the
enthusiasm of the pupil in physical activity between the sexes. The researcher uses the
survey questionnaire, so it is convenient for the researcher to collect valid results at the
end of the report.

11
 Quantitative analysis is often the analytical data that are obtained from the
questionnaire and used to generate a graph or figures. The researcher opts for this
method because it is the most effective approach that would be compatible with the
intent of this analysis.

3.3 SAMPLE SIZE AND SAMPLING TECHNIQUE

A simple random sampling was chosen because a table of random numbers

was used. The researcher used non-probability sampling as a representation of the
population in the sampling technique. It is because in non-probability sampling,
convenience sampling will be used by the researcher. The reason is because this method
can involve using as the sample whoever happens to be available. Meaning that,
whoever comes to the school, has a chance to participate.

The participants were 198 from form 1 to form 5 students. Surveys were used
to determine self-reported levels of physical activity, behavior, inspiration, and
motivational environment perceptions. Pedometers also provided an objective indicator
of physical activity.

Furthermore, the total population for this study is among 198 participants at
SMK Gunung Rapat, Ipoh which is in general age. According to table Cohen, the
estimated sample need to be taken from this population is 193 samples. But then, the
amount of sample will be added in 20% from the number of the sample because to avoid
an unreturned rate or drop out and the researcher may not get the exact survey from the
sample.

3.4 INSTRUMENTATIONS

The instrument was the general term used by the researcher for a measuring
system that is a questionnaire. The instrumentation to be used is a questionnaire that has
been adopted and modified from the Engagement Incentive Questionnaire (PMQ; Gill
et al., 1983).

12
 The Likert scale questionnaire will be included in this analysis. The Likert-scale
format is used to calculate the impact of the respondents' opinions. It consists of five
point-Likert scales which are '1 = Not at all important' to '5 = Incredibly important.'

3.4.1 Section A: Demographic Profile.

In this segment, the issue on the demographic profile of the respondents is

gender. The population profile consists of one object and the closed-ended question is
used. The data collected is used by the researcher to assess the demographic profile of
the students.

3.4.2 Section B: Participation Motivation Questionnaire.

We used the Participation Motivation Questionnaire (PMQ; Gill et al., 1983) as

part of this project, which was commonly used in many motivation trials to engage in
youth sports. Students have fulfilled the PMQ (Gill et al., 1983), i.e., a 30-point list of
potential motivations for students to engage in sport. A five-point Likert scale has been
used. Respondents replied to the letter "I participate in sport because ..." showing their
preferences from 1 ("not at all important") to 5 ("extremely important"). The findings
of the PMQ Factor Study showed the influences of achievement/status, team
environment, health, energy release, skill growth, friendship, and fun as basic reasons
for participation (Gill et al., 1983). In more studies, Zaharidis et al. (2006) identified six
factors: capacity growth and competitiveness incentive (Cronbach's ш reliability =
0.89), status/recognition (5-007 = 0.85), energy release (5-007 = 0.77), team
atmospheric motivation (5-007 = 0.82), fellowship and pleasure through social contact
(5-007 = 0.63) and, ultimately, exercise motivation (5-007 = 0.83).

3.5 DATA COLLECTION PROCEDURE

The researcher will use this data collection process, which consists of many
steps, to accomplish the analysis goal.

13
 Ethic approval

Ask permission to do this research

from supervisor and FSR

Give briefing to the respondents about

the study and questionnaire

Distribute questionnaire to
respondents

Collect the questionnaire

Figure 1: The Flow of Collecting Data Procedure.

The Faculty of Sports Science and Recreation (FSR) shall give a letter of
approval to the researcher as it has been defined and that the thesis is for academic
purposes. Before distributing the questionnaire to the samples, the researcher will first
receive the acceptance letter and authorization. If the researcher wishes to distribute the
questionnaire to the sample, the researcher will give the samples a briefing on the
analysis. That way, the survey would know the purpose of the questionnaire to be
answered.

14
 Next, after the questionnaire has been circulated and the samples have been
answered, the researcher can correctly compile the questionnaire whether the samples
respond to the questionnaire. The researcher would then analyze the results.

3.6 DATA ANALYSIS

Both data gathered to be evaluated using version 26 of the Statistical Kit for
Social Sciences (SPSS). This program can help the researcher analyze and summarize
the error data and save time while dealing with the measured results. 14 The data
gathered will be translated into tables and figures to be clarified and analyzed. In version
26 of the SPSS, the researcher used the descriptive analysis to assess the demographic
profile. Apart from that, the researcher used the inferential data, which are separate tests
of the T-test, to compare the enthusiasm of the pupil in physical education between the
genders.

15
 CHAPTER FOUR
FINDINGS

4.1 Introduction

The purpose of this study is to examine the student motivation in physical

education and engagement in physical activity among secondary school students at
SMK Gunung Rapat, Ipoh. The objectives of this study were:

4.1.1 To examine the student motivation in physical education among

secondary school students at SMK Gunung Rapat, Ipoh.
4.1.2 To identify the engagement in physical activity among secondary
school students at SMK Gunung Rapat, Ipoh.
4.1.3 To identify the student motivation in physical educational and
engagement on physical activity among secondary school
students at SMK Gunung Rapat, Ipoh.
4.1.4 To investigate the difference in educational level among secondary
school students at SMK Gunung Rapat, Ipoh.
4.1.5 To investigate the difference in gender between the secondary school
students at SMK Gunung Rapat, Ipoh.

16
4.2 Descriptive Statistics on Demographic Profile

Descriptive statistics are numbers that are used to describe data on demographic
profile. From the demographic data, the researcher analyzed the frequency (f) and
percentage (%) of educational level and gender for the secondary school students at
SMK Gunung Rapat, Ipoh.

4.2.1 Educational Level

From the table below, it shows the respondent’s educational level varied
and have been grouped into three groups. Most of the students are between the
level of upper form (form 4 & form 5) which is 54.04% (N=107) and the second
level group which is a minor from the majority is from form 6 which is 45.96%
of the total respondents (N=91).

Table 4.2.2
Demographic Profile of Educational Level

Educational Level Frequency Percentage

(f) (%)
Lower Form 91 45.96
Upper Form 107 54.04
Total 198 100

The educational level of the majority is from upper form (form 4 & form
5) as it is the common level where individuals get their SPM’s level. Hence,
most of the sample level of education among the population of secondary school
students.

17
4.2.2 Gender

From the table above, it showed that the secondary school students of
SMK Gunung Rapat are majority male students 51.0% (N=101), followed by
the female students 49.0% (N=97). The total of all participants is 198 students.

Table 4.2.1
Demographic Profile of Gender
Gender Frequency Percentage
(f) (%)
Male 101 51.0
Female 97 49.0
Total 198 100

The findings above do not reflect the general views that there are more male
than female participants. Sekolah Menengah Kebangsaan does not have any
discrimination in gender enrolment and thus the male and female ratio is almost
the same in SMK Gunung Rapat, Ipoh. Also, the male and female ratio is almost the
same is because of pre-determined ratio to male and female respondents.

18
4.3 Descriptive Statistics

In this study, the researcher used descriptive statistic to analyze first and second
objectives. For the first objective was to identify the student motivation in physical
education in a sample of secondary school students of SMK Gunung Rapat. The second
objective was to examine the engagement on physical activity in a sample of SMK
Gunung Rapat’s secondary school students.

4.3.1 Student Motivation in Physical Education

The table below showed the descriptive statistic on the student

motivation in physical activity among secondary school students at SMK
Gunung Rapat, Ipoh. The highest mean score of student motivation was on ‘I
believe that physical education and sport will provide important benefit in my
future life.’ (M=4.72, SD=.57). The lowest mean score was on ‘I’m not
interested in anything about physical education and sport.’ (M=1.49, SD = .97).

Table 4.3.1
Student Motivation in Physical Education among secondary school students.
Items of Student Motivation Mean Std. Rank
deviation
I believe that physical education and 4.72 .57 1
sport will provide important benefit in
my future life.
I believe that physical education and 4.70 .51 2
sport activities contribute people’s
healthy development.
Attending physical education and 4.65 .63 3
sport activities makes me relax.

I believe that activities of physical 4.61 .63 4

education and sport bring honesty
and democratic life behaviours.
I wishfully wait the lesson because I 4.32 .94 5
enjoy physical education.
I believe that time is spent in a better 4.08 1.38 6
way by doing exercise and sport.
I get very bored in physical education 1.85 1.15 7
and sport activities.
I am not interested in anything about 1.49 .97 8

19
physical education and sport.

The table below showed the descriptive statistic on the student

motivation in physical education among secondary school students at SMK
Gunung Rapat, Ipoh. The highest mean score of student motivation was on ‘I
believe that physical education and sport will provide important benefit in my
future life.’ (M=4.72, SD=.57). The lowest mean score was on ‘I am not
interested in anything about physical education and sport’ (M=1.49, SD=.97).

Table 4.3.1.1
Student motivation in physical education among secondary school students.
Domains of Student Motivation Mean Std. Rank
deviation
I believe that physical education 4.72 .57 1
and sport will provide important
benefit in my future life.
I believe that physical education 4.70 .51 2
and sport activities contribute
people’s healthy development.
Attending physical education and 4.65 .63 3
sport activities makes me relax.

20
4.3.2 Engagement in Physical Activity

The table below showed the descriptive statistic on items on engagement

in physical activity among SMK Gunung Rapat students. The highest mean score
of engagement in physical activity’s item is on ‘My cooperation feelings develop
in physical education lesson.’ (M=4.61, SD=.67). The lowest mean score was on
the item ‘I do not suggest others to attend physical education and sport
activities.’ (M=1.41, SD=.86).

Table 4.3.2
Engagement in physical activity among secondary school students.
Items of Engagement in Physical Mean Std. Rank
Activity deviation
My cooperation feelings develop in 4.61 .67 1
physical education lesson.
I avoid coming to the forefront in 2.77 1.44 2
physical education lesson.
I always hesitate to join physical 1.92 1.14 3
education and sport activities.
I do not make an effort to be successful 1.68 .97 4
in physical education and sport lesson.
I do not want to do exercise and sport in 1.66 1.03 5
my free time.
I believe that dealing with physical 1.54 1.05
6
education and sport activities is
waste of time.
I do not suggest others to attend 1.41 .86 7
physical education and sport activities.

21
 The table below showed the descriptive statistic on engagement in
physical activity among secondary school students at SMK Gunung Rapat,
Ipoh. The highest mean score of engagement in physical activity’s dimension
was on ‘My cooperation feelings develop in physical education lesson.’
(M=4.61, SD=.67). The lowest mean score was on the dimension of ‘I always
hesitate to join physical education and sport activities.’ (M=1.92, SD=1.44).

Table 4.3.2.1
Engagement in physical activity among secondary school students.
Domains of Engagement in Mean Std. Rank
Physical Activity deviation
My cooperation feelings develop in 4.61 .67 1
physical education lesson.
I avoid coming to the forefront in 2.77 1.44 2
physical education lesson.
I always hesitate to join physical 1.92 1.14 3
education and sport activities.

4.4 Hypothesis Testing

This researched aimed to examine the student motivation in physical education

and engagement in physical activity among secondary school students at Sekolah
Menengah Kebangsaan Gunung Rapat, Ipoh, identify the difference between
educational level of secondary school students at SMK Gunung Rapat, Ipoh and to
identify the difference between the gender secondary school students at SMK Gunung
Rapat, Ipoh. To analyze the data, the researcher used the Pearson correlation,
independent t-test and one-way Anova to analyze the data.

22
Null Hypothesis

Ho1: There is relationship between student motivation and engagement in physical

activity among secondary school students at SMK Gunung Rapat, Ipoh.

Ho2: There is no difference between educational level on student engagement

among secondary school students at SMK Gunung Rapat, Ipoh.

4.4.1 Relationship between Student Motivation and Engagement in

Physical Activity among Secondary School Students.

All items have proven normal in the normality test through histogram,
central limit theorem and Shapiro Wilk. Hence, the Pearson correlation has been
utilized to determine the statistical relationship.

Table 4.4.1
Relationship between Student Motivation and Engagement in Physical Activity
among Secondary School Students
Engagem
ent in
Physical
Activity
Pearson’s 0.0
Student
Correlation Sig. (2- 88
Motivation
tailed) 0.2
N 18
19
8
*Correlation is significant at the 0.05 level (2-tailed)

The student motivation and engagement in physical activity of

secondary school students at SMK Gunung Rapat were negative moderately
correlated, r (198) = 0.088, p > 0.05. Thus, we accept the null hypothesis of
this research.

23
4.4.2 Difference in Student Engagement between Educational Level
among Secondary School Students.

Table 4.4.3
One-Way ANOVA for the difference in Student Engagement between Educational
Level among Secondary School Students
.

Source df SS MS F P
Between 2 5.137 2.569 5.61 0
groups 4 .
0
4
b

Within groups 195 89.22 .458

6
Total 197 94.36
4

A one-way between-subjects ANOVA was conducted to identify the

difference in student motivation between three educational level of Sekolah
Menengah Kebangsaan Gunung Rapat students. There were significant effects
of student motivation between the three level of education at the p > .05 level
for three conditions [F (2,195) = 5.614, p=0.04 b]. Thus, we accept the null
hypothesis.

24
 CHAPTER FIVE
DISCUSSIONS, CONCLUSIONS, RECOMMENDATIONS AND
IMPLICATIONS

5.1 Introduction

The purpose of this study was to examine the relationship of student motivation
in physical education and engagement in physical activity. In this chapter, the researcher
discussed the findings obtained in this study and a few recommendations suggested as
responding to the results. The findings were discussed based on the objectives of the
study below:

5.1.1 To identify the motivation of students to join the physical education

classes among secondary school students at SMK Gunung Rapat, Ipoh.
5.1.2 To investigate the relationship between student motivation and
engagement in physical activity among secondary school
students at SMK Gunung Rapat, Ipoh.
5.1.3 To investigate the relationship between student gender and student
engagement in physical activity among secondary school students at
SMK Gunung Rapat, Ipoh.

5.2 Discussion

The researcher discussed the findings based on the objectives in this study.
There were 198 respondents responded to this study.

Furthermore, due to the present SARS-CoV-2 epidemic, the data collection

technique for this study was done via e-survey. The purpose of this research was to look
into the student motivation in physical education and engagement in physical activity
among secondary school students at SMK Gunung Rapat, Ipoh. Several research
objectives were formulated and served as a guideline to carry out in this study. Hence,

25
to assist in the discussion, this section is organized in sequential order following the
research objectives presented in this study.

5.2.1 Demographic Profile of Sekolah Menengah Kebangsaan Gunung

Rapat, Ipoh Secondary School Students.

Based on the result, it showed that 51.7 percent of the respondents were
male, and the rest of the respondents were female students. This statistic
contradicts the belief that there are more female participants than male
participants. Because there is no gender discrimination in enrolling at Sekolah
Menengah Kebangsaan Gunung Rapat, the male and female ratios are nearly
equal. Also, the male and female ratio is almost the same because of pre-
determined ratio to male and female respondents.

In terms of age, most respondents were from upper form (Form 4 and 5)
which is between 16 and 17 years old, followed by lower form (Form 1, 2 and
3).
5.2.2 The Motivation of Students to Join the Physical Education Classes
among Secondary School Students at SMK Gunung Rapat, Ipoh.

In this study, the researcher discovered that motivation in physical

education influences most upper form students (Form 4 and Form 5) at Sekolah
Menengah Kebangsaan Gunung Rapat, rather than lower form students (Form 1
to Form 3), which is the second most influenced, and finally Form 6 students,
which is the third and final most influenced. This demonstrates that students in
their first year rely on physical education to cope with the stress of their studies.
Overall, the students in Sekolah Menengah Kebangsaan Gunung Rapat has the
highest mean in the items of ‘I believe that physical education and sport will
provide important benefit in my future life’, ‘I believe that physical education
and sport activities contribute people’s healthy development’, ‘Attending
physical education and sport activities makes me relax’, ‘I believe that activities
of physical education and sport bring honesty and democratic life behaviors’,
and ‘I wishfully wait the lesson because I enjoy physical education’. Which are
all items under the domain of student motivation in physical education (PE).

26
 This is circumstantial with the study of Kondric et al. (2013) that states
that participant’s motivation to participate in physical activities is unaffected by
a very small age range. However, the present study's findings contradict Bechter,
et al. (2018) as they stated students' desire for PE effort might have an indirect
impact on their physical activity involvement.

Furthermore, there were favorable correlations between the need for

teacher assistance, students' intrinsic motivation, and physical activity
engagement. The findings showed that supportive settings established by
physical education teachers have a significant impact on students' psychological
need fulfilment, intrinsic motivation, and physical activity. Zhang et al., (2011).
Physical education teachers should concentrate on assisting students in selecting
appropriate physical activities, involving them as much as possible in the
decision-making process, selecting physical activities in which students can
learn and progress, and encouraging them to form positive relationships with
their classmates in physical education classes (Standage et al., 2005 as cited in
Zhang et al., 2011).

This study differs from Bechter, et al. (2018) was because the research
focused on a variety of sources of motivation, such as intrinsic motivation,
introjected regulation, identified regulation, amotivation, and external
regulation, whereas this study focuses on students' motivation in PE when they
are in school. As a result, the outcomes are diametrically opposed.

5.2.3 The Relationship between Student Motivation and Engagement in

Physical Activity among Secondary School Students at SMK
Gunung Rapat, Ipoh.

From the results, it shows that there is relationship between student

motivation and engagement in physical activity among secondary school
students. This is because most high school students of Sekolah Menengah
Kebangsaan Gunung Rapat genuinely recognize that if they study hard in school
and perform well enough in school, they will be successful in the future.

27
 This study is aligned with past study by Haerens et al., (2010) that
described there should be minimal correlation between participation in school
PE and participation in physical activities outside of the school setting. PE
prepares pupils to participate in physical activity outside of school, both as a
secondary school student and as an adult, by equipping them with the necessary
skills and information, as well as the drive to put what they've learned into
practice. This goal necessitates the simultaneous and delayed transmission of
learning, or, in other words, involvement in school-sponsored activities.

In addition, study by Lonsdale et al., (2009) also supported this

hypothesis by affirmed that difference between the high and low self-determined
students can be seen in physical education class where high self-determined
students were more active in a free-choice condition class, indicating that the
benefits of self-determined PE motivation may be increased in unstructured
circumstances. Moreover, Zhang et al., (2011) stated that Physical education
(PE) is required. Teachers need fulfilment, student’s physical activity
involvement, and intrinsic motivation in physical education were all positively
correlated.

5.2.4 The Relationship between Student Gender and Student

Engagement in Physical Activity among Secondary School
Students at SMK Gunung Rapat, Ipoh.

The statistical analysis has found that most responses were from the upper
form which is form 4 and form 5 students. There is a significant relationship between
student engagement and educational level of secondary school students, SMK
Gunung Rapat. This study has shown that the hypothesis of this study is
accepted. Study by Kondric et al., (2013) affirmed that as one might anticipate,
sport may mean more to males as a method of gaining social acceptance and
friendship, whereas sport may mean more to women as a means of relaxing,
which is in line with conventional male and female stereotypes and roles.

Moreover, study by Zhang et al., (2011) stated that students who enjoy
physical education and recognize the benefits of physical education are more
28
likely to engage in physical activity both within and outside of school, as
opposed to students who are extrinsically motivated to be physically active or
who feel obligated to participate in physical education classes.

However, this is contradicting from study by Shen et al. (2012) where it

is affirmed that girls with a high level of motivation were more likely to
participate enthusiastically and put effort in activities. Girls who felt
insignificant or rejected by instructors and classmates, on the other hand, were
more prone to grow bored and disengaged from physical education.
Furthermore, it's likely that their connections with instructors and classmates are
intricately intertwined.

Previously mentioned is supported by Lonsdale et al. (2009) that stated

both the structured and free-choice situations, self-determined PE motivation
was linked to higher levels of physical activity (PA). Adolescents participated
more in PE class and in the free choice condition exhibited greater step counts
than those in the structured condition, regardless of their self-determined
motivation level.

Moreover, Kondric et al. (2013) supported by stated that the

participants' motivation to participate in physical activities is unaffected by a
very small age range. Shen et al. (2012) stated that one of the major self-
system processes that individuals acquire throughout time in response to
interactions with the social environment is a sense of motivation. Increased
emotional and behavioral involvement in physical education was linked to a
higher sense of engagement.

29
5.3 Conclusion

Concisely, the researcher found out that most of the secondary students of SMK
Gunung Rapat are persuaded that physical education and sport will provide important
benefit in their future life while develop cooperation feelings in physical education
lesson followed by believed that physical education and sport activities contribute to
healthy development and attending physical education and sport activities make them
relax. This shows that the respondents truly acknowledge the fact that if they participate
well enough in their physical education class, they can be successful in future. Also, the
need for confidence in their abilities and skills are important for them to engage more
in class.

Researcher also completed that there is a positive relationship student motivation

in physical education and engagement in physical activity. Even if the relationship is
moderate, other factors play a role in achieving motivation and engagement in physical
activity. Nonetheless, the students of the SMK Gunung Rapat found that the majority
of them choose to engage in physical education classes since it may help them in their
future lives and improve their health.

Moreover, gender does not have any significant relation with the engagement of
the students because even though male and female have their differences. It does not
imply that their levels of involvement and motivation in physical activity are
significantly different because they all attend the same school and there is no
discrimination between the opposing genders at SMK Gunung Rapat. Finally, while all
students participate in physical education in general, education level has no bearing on
how motivation impacts the pupils.

30
5.4 Recommendations

Considering this study, the researcher suggests that future research be focused
on the link between student motivation and student engagement. This is because
examining the link allows us to see if a student's motivation in physical education may
be impacted by other things that can help them be more motivated in class. As a result,
it may assist the relevant pupils in achieving improved physical activity participation in
the future.

Aside from that, the researcher would like to suggest that future studies on
physical activity participation and motivation for physical education classes use another
approach rather than an online survey such as doing questionnaire face to face. This
may offer even more accurate findings, as students may answer the questionnaire
carelessly and unfocusedly when using the internet, thus resulting in lower accuracy of
the responses.

31
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34
 APPENDICES

APPENDIX A

Descriptive Statistics
S
M M M td.
N inimum aximum ean Deviation Skewness Kurtosis
S S
S S S S S S td. S td.
tatistic tatistic tatistic tatistic tatistic tatistic Error tatistic Error
g 1 1 2 1 . - . - .
ender 98 .51 501 .041 173 2.019 344
M 1 1 5 1 1 1 . . .
1 98 .85 .146 .272 173 789 344
M 1 1 5 4 . - . . .
2 98 .32 938 1.061 173 145 344
M 1 1 5 4 . - . 8 .
3 98 .70 689 2.736 173 .589 344
M 1 3 5 4 . - . 2 .
4 98 .72 569 1.942 173 .702 344
M 1 2 5 4 . - . 3 .
5 98 .65 633 1.861 173 .150 344
M 1 3 5 4 . - . . .
6 98 .61 625 1.372 173 741 344
M 1 1 5 4 1 - . . .
7 98 .08 .381 1.223 173 011 344
M 1 1 5 1 . 2 . 4 .
8 98 .49 965 .202 173 .355 344
E 1 1 5 1 1 1 . . .
1 98 .92 .135 .139 173 498 344
E 1 1 5 2 1 . . - .
2 98 .77 .444 251 173 1.247 344
E 1 1 5 1 . 1 . . .
3 98 .68 974 .275 173 719 344
E 1 2 5 4 . - . 2 .
4 98 .61 665 1.672 173 .219 344
E 1 1 5 1 1 1 . 2 .
5 98 .54 .045 .939 173 .760 344
E 1 1 5 1 . 2 . 5 .
6 98 .41 860 .338 173 .160 344
E 1 1 5 1 1 1 . 1 .
7 98 .66 .033 .526 173 .646 344

35
 A 1 1 3. 1 . . . - .
GE 98 .00 00 .7576 69210 363 173 .884 344
V 1
alid N 98
(listwise)

Correlations
mot engag
ivation ement
motiv Pearson 1 .088
ation Correlation
Sig. (2-tailed) .218
N 198 198
engag Pearson .08 1
ement Correlation 8
Sig. (2-tailed) .21
8
N 198 198

Model Summary
Std.
M R Adjuste Error of the
odel R Square d R Square Estimate
1 .2 .0 .045 .67644
33a 54
a. Predictors: (Constant), engagement, motivation

ANOVAa
Sum of Mean Si
Model Squares df Square F g.
1 Regr 5.137 2 2.569 5. .0
ession 614 04b
Resi 89.226 1 .458
dual 95
Total 94.364 1
97
a. Dependent Variable: AGE
b. Predictors: (Constant), engagement, motivation
36
 Coefficientsa
Standa
Unstandardized rdized
Coefficients Coefficients
Std. Si
Model B Error Beta t g.
1 (Cons -.102 .558 - .8
tant) .184 54
motiv .465 .143 .226 3. .0
ation 240 01
engag .042 .073 .040 .5 .5
ement 68 71
a. Dependent Variable: AGE

37
 APPENDIX B

SECTION A- DEMOGRAPHIC PROFILE / PROFIL DEMOGRAFI

Please chose one and tick ( / ) in the space provided for each question.
Sila pilih satu dan tandakan ( / ) di ruang yang di sediakan bagi setiap satu soalan.

1) Gender : Male Female

2) Current Program
LOWER FORM
UPPER FORM

38
SECTION B – MOTIVATION IN PHYSICAL EDUCATION
This section is to measure the motivation of the student. Please rate your conformity from
SA- strongly agree which is the highest and lowest of SD- strongly disagree.
Bahagian ini adalah untuk mengukur motivasi pelajar. Sila nyatakan kesesuaian anda dari
SA- sangat setuju mana yang paling tinggi dan rendah dari SD- sangat tidak setuju.
Directions: please circle only one score in the box provided
Arahan: Sila bulatkan hanya satu markah di dalam kotak yang telah disediakan

Scale/Skala:
1 2 3 4 5
Strongly Disagree Neutral Agree Strongly
disagree Agree
Tidak Neutral Setuju
Sangat setuju Sangat
tidak setuju
setuju

1 2 3 4 5
1. I get very bored in physical
education and sport activities. /
Saya berasa sangat bosan
terhadap aktiviti pendidikan
jasmani dan sukan.
2. I wishfully wait the lesson because 1 2 3 4 5
I enjoy physical education and
sport. / Saya berharap dan
menunggu pelajaran ini kerana
saya menikmati pendidikan
jasmani dan sukan.
3. I believe that physical education 1 2 3 4 5
and sport activities contribute
people’s healthy development. /
Saya percaya bahawa pendidikan
jasmani dan aktiviti sukan
meyumbang kesihatan yang baik.
4. I believe that physical 1 2 3 4 5
education and sport will
provide important benefit in
my future life. / Saya percaya
bahawa pendidikan jasmani
dan sukan akan memberikan
39
 manfaat penting dalam
kehidupan saya di masa
hadapan.

5. Attending physical education 1 2 3 4 5

and sport activities makes me
relax. / Menghadiri pendidikan
jasmani dan aktiviti sukan
membuat saya santai dan
bertenang.
6. I believe that activities 1 2 3 4 5
of physical education
and sport bring honesty
and democratic life
behaviours. / Saya
percaya bahawa aktiviti
pendidikan jasmani dan
sukan membawa
kejujuran dan tingkah
laku dalam kehidupan
yang social.

7. I believe that time is spent in a 1 2 3 4 5

better way by doing exercise and
sport. / Saya percaya bahawa
masa dihabiskan dengan cara
yang lebih baik dengan melakukan
senaman dan sukan.
8. I am not interested in anything 1 2 3 4 5
about physical education and
sport. / Saya tidak berminat
dengan pendidikan jasmani
dan sukan.

40
SECTION C – ENGAGEMENT IN PHYSICAL ACTIVITY / PENGLIBATAN DALAM
AKTIVITI FIZIKAL
This section is to measure the engagement of the student. Please rate your conformity from
SA- strongly agree which is the highest and lowest of SD- strongly disagree.
Bahagian ini adalah untuk mengukur penglibatan pelajar. Sila nyatakan kesesuaian anda
dari SA- sangat setuju mana yang paling tinggi dan rendah dari SD- sangat tidak setuju.
Directions: please circle only one score in the box provided
Arahan: Sila bulatkan hanya satu markah di dalam kotak yang telah disediakan

Scale/Skala:
1 2 3 4 5
Strongly Disagree Neutral Agree Strongly
Disagree Agree
Setuju Neutral Setuju
Sangat tidak Sangat Setuju
setuju

1. Skills / Kemahiran
1 I always hesitate to 1 2 3 4 5 6 7
. join physical
education and sport
activities. / Saya
selalu teragak-agak
untuk mengikuti
aktiviti pendidikan
jasmani dan sukan.
2 I avoid coming to the 1 2 3 4 5 6 7
. forefront in physical
education lesson. / Saya
mengelakkan diri
daripada menjadi orang
yang penting dalam
pelajaran pendidikan
jasmani.

41
3 I do not make an 1 2 3 4 5 6 7
.
effort to be
successful in
physical
education and
sport lesson. /
Saya tidak
berusaha untuk
berjaya dalam
pelajaran
jasmani dan
pelajaran sukan.
4 My cooperation 1 2 3 4 5 6 7
. feelings develop in
physical education
lesson. / Perasaan
kerjasama saya
bertambah baik
dalam pelajaran
pendidikan
jasmani.
5 I believe that 1 2 3 4 5 6 7
. dealing with
physical
education and
sport activities is
waste of time. /
Saya percaya
bahawa
memahami
pendidikan
jasmani dan
aktiviti sukan
adalah
membuang masa.
6 I do not suggest 1 2 3 4 5 6 7
. others to attend
physical education
and sport activities.
/ Saya tidak
mencadangkan
orang lain
menghadiri aktiviti
pendidikan jasmani
dan sukan.

42
7 I do not want to 1 2 3 4 5 6 7
. do exercise and
sport in my free
time. / Saya
tidak mahu
bersenam dan
bersukan pada
masa lapang.

Thank You for Your Cooperation.

Terima kasih atas kerjasama anda.

43
31