Enhancing Physical Education Activities for Mental Health: Positive Mindset and Motivation Among Non-Physical Education Enthusiast Learners

Abstract

This study investigated how inclusive and non-competitive physical education (PE) activities can enhance mental health, positive mindset, and motivation among college students who are identified as non-enthusiasts of physical activities. Despite the recognized benefits of PE, many students participate only out of obligation, perceiving it as tiring or irrelevant. This disengagement highlights a critical gap in understanding how PE can be restructured to support both psychological and emotional well-being, especially for learners with low motivation toward physical activity. Anchored in Self-Determination Theory (SDT), the study explores how autonomy, competence, and relatedness key elements of intrinsic motivation can be fostered through inclusive, enjoyable, and non-competitive PE activities. A qualitative descriptive approach was employed, using semi-structured interviews with college students aged 18–23 who are classified as non-PE enthusiasts. The data were analyzed thematically to identify patterns in students’ experiences, perceptions, and emotional responses toward inclusive PE practices. The expected outcomes suggested that when PE activities emphasize participation, enjoyment, and personal growth rather than competition, students are more likely to develop a positive mindset, enhanced self-worth, and greater emotional balance. Regular engagement in these supportive PE environments is anticipated to contribute to stress reduction, improved mood, and increased motivation for physical participation. This research aimed to bridge the gap between physical education and mental health promotion, proposing that PE can serve as a vital platform for nurturing not only physical fitness but also psychological resilience and well-being among non-enthusiastic learners.