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This study examines significant differences between trained and untrained PE teachers regarding classroom management strategies and teaching motivation. Using independent t-tests and correlation analysis across 72 Southern Thailand PE teachers, trained teachers demonstrate higher classroom management and motivation, with a positive CMS–TM relationship, while untrained teachers show no significant relationship. Proper classroom management and motivation should be enhanced together.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/african-educational-research-journal-vol-74-full-length-research-paper/590843/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/african-educational-research-journal-vol-74-full-length-research-paper/590843.png","ImageObject",300,407,{"name":92,"@type":93},"Stanford","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-11-06","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":24},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What was the main aim of the study?","Question",{"text":112,"@type":113},"To determine significant differences between trained and untrained PE teachers in classroom management strategies and teaching motivation, and to examine the relationship between them.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How many PE teachers participated, and where were they from?",{"text":117,"@type":113},"The study sampled 72 PE teachers in Southern Thailand: 40 trained and 32 untrained.",{"name":119,"@type":110,"acceptedAnswer":120},"What were the key findings about trained versus untrained teachers?",{"text":121,"@type":113},"Trained PE teachers performed better in classroom management strategies and teaching motivation than untrained teachers, and a positive CMS–TM relationship was found among trained teachers but not among untrained teachers.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},590843,1792192982,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":24,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":39,"language":139,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":140,"faqs":141,"seo_title":142,"seo_description":67,"update_tm":143,"read_time":46,"preview_page_count":4},2336477552062,"https://ap-avatar.wpscdn.com/davatar_994ba38a5ba835b3df7d355c54d3ed8d","African Educational Research Journal Vol. 7(4), pp. 212-219, November 2019  \nDOI: 10. 30918/AERJ.74.19.050 ISSN: 2354-2160  \nFull Length Research Paper  \nClassroom management strategies and teaching motivation among physical education teachers in primary school  \nSingha Tulyakul1*, Teeraphan Sangkaew1, Namchok Buaduang1, Chawapong Metheethammawat1, Katcha Sirirattanapun1, Kasem Pantusa1, Nom Sangthong1, Nattakorn Boontawee2, Piyorot Puichumpol2, Chanasit Kaewmanee2, Kittima Teabput2 and Thewet Junhom3  \n1 Department of Physical Education and Health Education, Thaksin University, Songkhla, Thailand. 2 Faculty of Education, Nakhon Si Thammarat Rajabhat University, Thailand.  \n3 Faculty of Physical Education, Srinakharinwirot University, Thailand.  \nAccepted 19 November, 2019  \n\n| ABSTRACT\u003Cbr>The importance of Physical Education (PE) is acknowledged worldwide. However, various countries have found many problems with regards to PE teaching and learning such as the existence of unknowledgeable and incompetent teachers. The purpose of this study is to determine the significant differences between trained and untrained PE teachers in relation to classroom management strategies (CMS) and teaching motivation (TM) by using independent t-test. Additionally, this study sought to examine the relationship between CMS and TM among trained and untrained PE teachers through correlation analysis. The samples of this study were 72 PE teachers in Southern Thailand (40 trained and 32 untrained PE teachers respectively) . Questionnaire was used as the instrument for data collection which comprises Classroom Management Strategies Questionnaire (CMSQ) and Autonomous Motivation for Teaching Questionnaire (AMTQ) . The results evinced that trained PE teachers are better at CMS and TM compared to untrained PE teachers. It was also found that there is a positive relationship between CMS and TM for trained PE teachers. Meanwhile, there is no significant relationship between CMS and TM for untrained PE teachers. This study provides empirical evidence to confirm that teachers who teach physical education must be\u003Cbr>expert in the area. Moreover, proper CMS and teacher motivation should be enhanced concomitantly. Keywords: Classroom management strategies, teaching motivation, PE teacher. |\n| --- |\n| *Corresponding author. E-mail: [singha2125@hotmail.com](singha2125@hotmail.com). |\n\nINTRODUCTION  \nThe main purpose of Physical Education (PE) learning is to develop physical fitness and social skill as well as to increase students’ participation in physical activities. Apparently, many developed countries (i.e. , New Zealand, USA, UK, Germany, etc. ) have made physical education (PE) compulsory in school (OECD/UNESCO, 2016) . In Thailand, PE subject is one of eight learning  \nareas that have been made compulsory in curriculum (Office of the Basic Education Commission, 2008) whereby every student must study PE subject in both primary and secondary schools. The Ministry of Education, Thailand understands and recognizes the benefits of PE as evidenced by increased student participation in physical activities, basic movement, and  \nTulyakul et al. 213  \nprimary sports skills. However, the effectiveness of PE pedagogy and student achievement cannot come about without teacher motivation and good classroom management strategies.  \nClassroom management strategies are essential for PE class. The main purpose of classroom management is to maximize students’ chance of learning by arranging the space, lesson time, and resources (Powell, 2014; Sieberer-Nagler, 2015) . Besides, Walters and Frei (2007) asserts that creating a suitable classroom arrangement , imposing the right discipline and rules, and setting clear goals in the classroom are linked to teacher effectiveness. In addition, PE class, unlike other subjects, requires activities and movement to be conducted in a large open space such as field, more equipment, and more lesson time (Bevans et al. , 2010) . Ruangdam (200","cbCaim79fbQFzXOy","https://ap.wps.com/l/cbCaim79fbQFzXOy","pdf",196121,"English","# Abstract\n# Introduction\n## Classroom management strategies in PE\n## Teaching motivation in PE","[{\"question\":\"What was the main aim of the study?\",\"answer\":\"To determine significant differences between trained and untrained PE teachers in classroom management strategies and teaching motivation, and to examine the relationship between them.\"},{\"question\":\"How many PE teachers participated, and where were they from?\",\"answer\":\"The study sampled 72 PE teachers in Southern Thailand: 40 trained and 32 untrained.\"},{\"question\":\"What were the key findings about trained versus untrained teachers?\",\"answer\":\"Trained PE teachers performed better in classroom management strategies and teaching motivation than untrained teachers, and a positive CMS–TM relationship was found among trained teachers but not among untrained teachers.\"}]","African Educational Research Journal - Vol. 7(4) - Full Length Research Paper | PDF",1792070552]