This is an excerpt from Dynamic Physical Education for Elementary School Children-20th Edition by Aaron Beighle & Robert P. Pangrazi.
Motivation is a component of youth physical activity and physical education that is often overlooked, so a fundamental understanding of motivation is important for physical education teachers and others working with young people. The motivational research consists of many theories, and much has been written to apply those theories to physical education for youth (Alderman, Beighle, and Pangrazi, 2006; Kilpatrick, Hebert, and Jacobsen, 2002). To simplify these multiple perspectives and assist teachers in applying the many dimensions of motivation in physical activity settings, the acronym PRAISE was created (Pangrazi, Beighle, and Sidman, 2007). Figure 2.5 details the components of PRAISE. This acronym is not an exhaustive representation of all motivational concepts for physical educators, but these concepts will assist teachers in promoting intrinsic motivation during physical education and for physical activity outside the gymnasium. This list can be an easy reference for anyone working with youth to analyze whether they are appropriately motivating those young people. Research is clear that intrinsically motivated students are more likely to perceive their physical activity experiences positively (Weiss, 2000), which in turn increases the likelihood that these students will be physically active for a lifetime. In summary, by applying the dimensions of PRAISE, teachers are motivating children during physical education and laying the foundation for motivating youth for a lifetime of physical activity through an effective physical education learning environment.