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The purpose of this study was to determine the role of perceived motivational climate and situational motivation levels on dispositional flow in physical education classes. 242 boys (Mage=13.38; SD=0.95) and 251 girls (Mage=13.27; SD=0.88) a total of 493 secondary school students (Mage=13.32; SD=0.91) voluntarily participated in this study. Physical Education Situational Motivational Scale, Learning and Performance Orientation in Physical Education Classes Questionnaire and Physical Education Dispositional Flow Scale-2 were administered to all participants. Hierarchical regression analysis indicated that identified regulation, intrinsic motivation, pupil learning climate and teacher-initiated learning explained a significant amount of variance in dispositional flow in physical education (p<0.05). The pupil learning climate, identified regulation and leisure time sport participation were the strongest predictors, respectively. These findings suggested that promoting mastery-oriented climate, self-determined situational motivation, and participation in sport will foster dispositional flow in the physical education setting.

Flow Experiences in Physical Education Classes: The Role of Perceived Motivational Climate and Situational Motivation