Pedagogical and psychological features of developing sport tourism-related motivations in future physical education teachers

https://doi.org/10.35912/psychohealth.v1i2.3660
Veröffentlicht: Nov 18, 2025

Abstract:

Purpose: This study aims to examine the pedagogical and psychological factors influencing the development of motivation for sports tourism among future physical education teachers. It highlights sports tourism as an effective educational tool that promotes physical fitness, teamwork, leadership, and professional competence in teacher training programs.

Methods: A mixed-method design combining pedagogical, psychological, and empirical approaches was applied to 120 physical education students aged 18–23. The research was conducted in three stages—preparatory, experimental, and analytical—using the Sport Motivation Scale (SMS), structured questionnaires, observations, and reflective diaries. Quantitative data were analyzed statistically, while qualitative data provided insights into emotional and behavioral changes.

Results: Findings revealed a significant increase in students’ intrinsic motivation, self-confidence, and emotional engagement after participating in tourism-based learning. Practical outdoor experiences proved more effective than theoretical instruction, while social interaction, teamwork, and supportive guidance from instructors played major motivational roles.

Conclusion: Sports tourism fosters psychological resilience, professional readiness, and social cooperation among future teachers. It transforms learning into an emotionally meaningful and self-developing process when guided by pedagogical leadership and experiential methods.

Limitation: The study focused on a single institution and lacked longitudinal tracking or in-depth fieldwork beyond one academic term.

Contribution: This research contributes to the improvement of teacher education curricula by integrating motivational technologies, experiential learning, and outdoor pedagogy to build competent, motivated, and socially responsible educators.

Autor/innen:
G‘ofurov Azizbek Umarjonovich
Fergana State University, Uzbekistan
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Zitationsvorschlag
Umarjonovich, G. A. . (2025). Pedagogical and psychological features of developing sport tourism-related motivations in future physical education teachers. Psychohealth: Scientific Journal of Psychology and Mental Health, 1(2), 123–133. https://doi.org/10.35912/psychohealth.v1i2.3660
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Bd. 1 Nr. 2 (2025): November
Articles
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Literaturhinweise

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    Andersson, H. (2021). The role of peri-urban nature in outdoor sports and outdoor recreation: Insights from Rudan nature reserve in Stockholm.

    Ansbacher, T. (1998). John Dewey's experience and education: Lessons for museums. Curator: The Museum Journal, 41(1), 36-50. doi:https://doi.org/10.1111/j.2151-6952.1998.tb00812.x

    Arikan, A., & Çet?n, T. (2020). Authentic learning in social studies education. New horizons in social studies education, 193-212.

    Armstrong, G., Adam, S., Denize, S., & Kotler, P. (2014). Principles of marketing: Pearson Australia.

    Bandura, A. (1969). Social-learning theory of identificatory processes. Handbook of socialization theory and research, 213, 262.

    Beedie, P., & Hudson, S. (2003). Emergence of mountain-based adventure tourism. Annals of tourism research, 30(3), 625-643. doi:https://doi.org/10.1016/S0160-7383(03)00043-4

    Biddle, S., & Mutrie, N. (2007). Psychology of physical activity: Determinants, well-being and interventions: Routledge.

    Chaidar, E., Silvia, F. R., & Jatnika, R. (2023). Does the Exposure to Content of the Humor Videos Reduce Stress of College Students during Pandemic? Kajian Psikologi dan Kesehatan Mental, 1(2), 65-74. doi:https://doi.org/10.35912/kpkm.v1i2.2373

    Cross, R., Sanchez, P., & Kennedy, B. (2019). Adventure is calling, and kids are listening. Journal of Physical Education, Recreation & Dance, 90(6), 18-24. doi:https://doi.org/10.1080/07303084.2019.1614121

    Ennis, C. D. (2017). Educating students for a lifetime of physical activity: Enhancing mindfulness, motivation, and meaning. Research quarterly for exercise and sport, 88(3), 241-250. doi:https://doi.org/10.1080/02701367.2017.1342495

    Han, L. (2024). Training of future physical education and sports teachers in higher education institutions: modern trends. Pedagogical Discourse(35), 86-91. doi:https://doi.org/10.31475/ped.dys.2024.35.13

    Hattie, J., Marsh, H. W., Neill, J. T., & Richards, G. E. (1997). Adventure education and Outward Bound: Out-of-class experiences that make a lasting difference. Review of educational research, 67(1), 43-87. doi:https://doi.org/10.3102/00346543067001043

    Huang, D. (2024). Research on the Relationship Between School Physical Education and Students' Comprehensive Development. International Journal of Educational Teaching and Research, 1(2). doi:https://doi.org/10.70767/ijetr.v1i2.307

    Humberstone, B. (2022). Ageing, agers and outdoor re-creation: being old and active outdoors in the time of COVID: an autoethnographic tale of different wor (l) ds.‘I’m not vulnerable?’. Annals of Leisure Research, 25(5), 621-636. doi:https://doi.org/10.1080/11745398.2021.1878380

    Jansen, T., Meyer, J., Hattie, J., & Möller, J. (2024). Who am I? A second-order meta-analytic review of correlates of the self in childhood and adolescence. Psychological bulletin, 150(11), 1287. doi:https://doi.org/10.1037/bul0000449

    Kourtesopoulou, A., & Kriemadis, A. (2021). Exploring the influence of Outdoor Management Development (OMD) program on leadership and teamwork competencies. Journal of Adventure Education and Outdoor Learning, 21(3), 247-260. doi:https://doi.org/10.1080/14729679.2020.1784763

    Mackenzie, S. H., Son, J. S., & Eitel, K. (2018). Using outdoor adventure to enhance intrinsic motivation and engagement in science and physical activity: An exploratory study. Journal of outdoor recreation and tourism, 21, 76-86. doi:https://doi.org/10.1016/j.jort.2018.01.008

    Martin, A. J., & Leberman, S. I. (2005). Personal learning or prescribed educational outcomes: A case study of the Outward Bound experience. Journal of Experiential Education, 28(1), 44-59. doi:https://doi.org/10.1177/105382590502800106

    Meerts-Brandsma, L., Sibthorp, J., & Rochelle, S. (2020). Using transformative learning theory to understand outdoor adventure education. Journal of Adventure Education and Outdoor Learning, 20(4), 381-394. doi:https://doi.org/10.1080/14729679.2019.1686040

    Molero Jurado, M. d. M., Simón Márquez, M. d. M., Martos Martínez, Á., Barragán Martín, A. B., Pérez-Fuentes, M. d. C., & Gázquez Linares, J. J. (2022). Qualitative Analysis of Use of ICTs and Necessary Personal Competencies (Self-Efficacy, Creativity and Emotional Intelligence) of Future Teachers: Implications for Education. Sustainability, 14(19), 12257. doi:https://doi.org/10.3390/su141912257

    Prastiwi, D. T. K. (2025). The Influence of Social Identity and Attitudes Toward Anti-Smoking Campaigns on Smokers’ Self-stigma. Kajian Psikologi dan Kesehatan Mental, 3(1), 1-11. doi:https://doi.org/10.35912/kpkm.v3i1.5388

    Rolando, B. (2025). Enhancing Business Success Through Strategic Negotiation: Interplay of Communication, Gender, and Technology. Jurnal Humaniora dan Ilmu Pendidikan, 5(1), 35-56. doi:https://doi.org/10.35912/jahidik.v5i1.4350

    Ryan, R. M., & Deci, E. L. (2000). Self-determination theory and the facilitation of intrinsic motivation, social development, and well-being. American psychologist, 55(1), 68. doi:https://doi.org/10.1037//0003-066x.55.1.68

    Ryan, R. M., & Deci, E. L. (2018). Self-Determination Theory: Basic Psychological Needs in Motivation, Development, and Wellness: Guilford Publications.

    Sandell, K., & Öhman, J. (2025). Radical friluftsliv and green transition: Argaladei’s 1970s as an inspiration for environmental education: ESERGO, Örebro universitet.

    Sartipa, D. (2021). Online English Learning during Covid-19 Pandemic. Jurnal Humaniora dan Ilmu Pendidikan, 1(1), 63-69. doi:https://doi.org/10.35912/jahidik.v1i1.409

    Sierra-Díaz, M. J., Gonzalez-Villora, S., Pastor-Vicedo, J. C., & López-Sánchez, G. F. (2019). Can we motivate students to practice physical activities and sports through models-based practice? A systematic review and meta-analysis of psychosocial factors related to physical education. Frontiers in psychology, 10, 2115. doi:https://doi.org/10.3389/fpsyg.2019.02115

    Smith, B., Williams, O., Bone, L., & Collective, t. M. S. W. C.-p. (2023). Co-production: A resource to guide co-producing research in the sport, exercise, and health sciences. Qualitative Research in Sport, Exercise and Health, 15(2), 159-187. doi:https://doi.org/10.1080/2159676X.2022.2052946

    Sobirovich, T. B. (2020). The criterion of human indicators in development and renewals in Uzbekistan. EPRA International Journal of Multidisciplinary Research (IJMR), 6(8), 509-511.

    Sobirovich, T. B. (2023). Basic Criteria for Building the Third Renaissance in Uzbekistan. Asian Journal of Applied Science and Technology (AJAST), 7(1), 149-157. doi:https://doi.org/10.38177/ajast.2023.7114

    Vasilaki, M.-M., Zafeiroudi, A., Tsartsapakis, I., Grivas, G. V., Chatzipanteli, A., Aphamis, G., . . . Kouthouris, C. (2025). Learning in Nature: A Systematic Review and Meta-Analysis of Outdoor Recreation’s Role in Youth Development. Education Sciences, 15(3), 332. doi:https://doi.org/10.3390/educsci15030332

    Vella, S. A., Aidman, E., Teychenne, M., Smith, J. J., Swann, C., Rosenbaum, S., . . . Lubans, D. R. (2023). Optimising the effects of physical activity on mental health and wellbeing: A joint consensus statement from Sports Medicine Australia and the Australian Psychological Society. Journal of science and medicine in sport, 26(2), 132-139. doi:https://doi.org/10.1016/j.jsams.2023.01.001

    Wijnen-Meijer, M., Brandhuber, T., Schneider, A., & Berberat, P. O. (2022). Implementing Kolb s experiential learning cycle by linking real experience, case-based discussion and simulation. Journal of medical education and curricular development, 9, 23821205221091511. doi:https://doi.org/10.1177/23821205221091511

    Wiranti, R. (2021). Pengaruh pengalaman mengajar dan motivasi mengajar terhadap profesionalisme guru taman kanak-kanak se-kecamatan Way Jepara. Jurnal Humaniora dan Ilmu Pendidikan, 1(1), 27-37. doi:https://doi.org/10.35912/jahidik.v1i1.297

    Y?ld?r?m, H., & Gürp?nar, B. (2023). Physical Education Teachers' Opinions on Character Education and Its Practices. Education and Science, 48(214), 219-248. doi:https://doi.org/10.15390/EB.2023.11749

    Zimmerman, B. J., & Schunk, D. H. (2012). Motivation: An essential dimension of self-regulated learning Motivation and self-regulated learning (pp. 1-30): Routledge.

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  2. Andersson, H. (2021). The role of peri-urban nature in outdoor sports and outdoor recreation: Insights from Rudan nature reserve in Stockholm.
  3. Ansbacher, T. (1998). John Dewey's experience and education: Lessons for museums. Curator: The Museum Journal, 41(1), 36-50. doi:https://doi.org/10.1111/j.2151-6952.1998.tb00812.x
  4. Arikan, A., & Çet?n, T. (2020). Authentic learning in social studies education. New horizons in social studies education, 193-212.
  5. Armstrong, G., Adam, S., Denize, S., & Kotler, P. (2014). Principles of marketing: Pearson Australia.
  6. Bandura, A. (1969). Social-learning theory of identificatory processes. Handbook of socialization theory and research, 213, 262.
  7. Beedie, P., & Hudson, S. (2003). Emergence of mountain-based adventure tourism. Annals of tourism research, 30(3), 625-643. doi:https://doi.org/10.1016/S0160-7383(03)00043-4
  8. Biddle, S., & Mutrie, N. (2007). Psychology of physical activity: Determinants, well-being and interventions: Routledge.
  9. Chaidar, E., Silvia, F. R., & Jatnika, R. (2023). Does the Exposure to Content of the Humor Videos Reduce Stress of College Students during Pandemic? Kajian Psikologi dan Kesehatan Mental, 1(2), 65-74. doi:https://doi.org/10.35912/kpkm.v1i2.2373
  10. Cross, R., Sanchez, P., & Kennedy, B. (2019). Adventure is calling, and kids are listening. Journal of Physical Education, Recreation & Dance, 90(6), 18-24. doi:https://doi.org/10.1080/07303084.2019.1614121
  11. Ennis, C. D. (2017). Educating students for a lifetime of physical activity: Enhancing mindfulness, motivation, and meaning. Research quarterly for exercise and sport, 88(3), 241-250. doi:https://doi.org/10.1080/02701367.2017.1342495
  12. Han, L. (2024). Training of future physical education and sports teachers in higher education institutions: modern trends. Pedagogical Discourse(35), 86-91. doi:https://doi.org/10.31475/ped.dys.2024.35.13
  13. Hattie, J., Marsh, H. W., Neill, J. T., & Richards, G. E. (1997). Adventure education and Outward Bound: Out-of-class experiences that make a lasting difference. Review of educational research, 67(1), 43-87. doi:https://doi.org/10.3102/00346543067001043
  14. Huang, D. (2024). Research on the Relationship Between School Physical Education and Students' Comprehensive Development. International Journal of Educational Teaching and Research, 1(2). doi:https://doi.org/10.70767/ijetr.v1i2.307
  15. Humberstone, B. (2022). Ageing, agers and outdoor re-creation: being old and active outdoors in the time of COVID: an autoethnographic tale of different wor (l) ds.‘I’m not vulnerable?’. Annals of Leisure Research, 25(5), 621-636. doi:https://doi.org/10.1080/11745398.2021.1878380
  16. Jansen, T., Meyer, J., Hattie, J., & Möller, J. (2024). Who am I? A second-order meta-analytic review of correlates of the self in childhood and adolescence. Psychological bulletin, 150(11), 1287. doi:https://doi.org/10.1037/bul0000449
  17. Kourtesopoulou, A., & Kriemadis, A. (2021). Exploring the influence of Outdoor Management Development (OMD) program on leadership and teamwork competencies. Journal of Adventure Education and Outdoor Learning, 21(3), 247-260. doi:https://doi.org/10.1080/14729679.2020.1784763
  18. Mackenzie, S. H., Son, J. S., & Eitel, K. (2018). Using outdoor adventure to enhance intrinsic motivation and engagement in science and physical activity: An exploratory study. Journal of outdoor recreation and tourism, 21, 76-86. doi:https://doi.org/10.1016/j.jort.2018.01.008
  19. Martin, A. J., & Leberman, S. I. (2005). Personal learning or prescribed educational outcomes: A case study of the Outward Bound experience. Journal of Experiential Education, 28(1), 44-59. doi:https://doi.org/10.1177/105382590502800106
  20. Meerts-Brandsma, L., Sibthorp, J., & Rochelle, S. (2020). Using transformative learning theory to understand outdoor adventure education. Journal of Adventure Education and Outdoor Learning, 20(4), 381-394. doi:https://doi.org/10.1080/14729679.2019.1686040
  21. Molero Jurado, M. d. M., Simón Márquez, M. d. M., Martos Martínez, Á., Barragán Martín, A. B., Pérez-Fuentes, M. d. C., & Gázquez Linares, J. J. (2022). Qualitative Analysis of Use of ICTs and Necessary Personal Competencies (Self-Efficacy, Creativity and Emotional Intelligence) of Future Teachers: Implications for Education. Sustainability, 14(19), 12257. doi:https://doi.org/10.3390/su141912257
  22. Prastiwi, D. T. K. (2025). The Influence of Social Identity and Attitudes Toward Anti-Smoking Campaigns on Smokers’ Self-stigma. Kajian Psikologi dan Kesehatan Mental, 3(1), 1-11. doi:https://doi.org/10.35912/kpkm.v3i1.5388
  23. Rolando, B. (2025). Enhancing Business Success Through Strategic Negotiation: Interplay of Communication, Gender, and Technology. Jurnal Humaniora dan Ilmu Pendidikan, 5(1), 35-56. doi:https://doi.org/10.35912/jahidik.v5i1.4350
  24. Ryan, R. M., & Deci, E. L. (2000). Self-determination theory and the facilitation of intrinsic motivation, social development, and well-being. American psychologist, 55(1), 68. doi:https://doi.org/10.1037//0003-066x.55.1.68
  25. Ryan, R. M., & Deci, E. L. (2018). Self-Determination Theory: Basic Psychological Needs in Motivation, Development, and Wellness: Guilford Publications.
  26. Sandell, K., & Öhman, J. (2025). Radical friluftsliv and green transition: Argaladei’s 1970s as an inspiration for environmental education: ESERGO, Örebro universitet.
  27. Sartipa, D. (2021). Online English Learning during Covid-19 Pandemic. Jurnal Humaniora dan Ilmu Pendidikan, 1(1), 63-69. doi:https://doi.org/10.35912/jahidik.v1i1.409
  28. Sierra-Díaz, M. J., Gonzalez-Villora, S., Pastor-Vicedo, J. C., & López-Sánchez, G. F. (2019). Can we motivate students to practice physical activities and sports through models-based practice? A systematic review and meta-analysis of psychosocial factors related to physical education. Frontiers in psychology, 10, 2115. doi:https://doi.org/10.3389/fpsyg.2019.02115
  29. Smith, B., Williams, O., Bone, L., & Collective, t. M. S. W. C.-p. (2023). Co-production: A resource to guide co-producing research in the sport, exercise, and health sciences. Qualitative Research in Sport, Exercise and Health, 15(2), 159-187. doi:https://doi.org/10.1080/2159676X.2022.2052946
  30. Sobirovich, T. B. (2020). The criterion of human indicators in development and renewals in Uzbekistan. EPRA International Journal of Multidisciplinary Research (IJMR), 6(8), 509-511.
  31. Sobirovich, T. B. (2023). Basic Criteria for Building the Third Renaissance in Uzbekistan. Asian Journal of Applied Science and Technology (AJAST), 7(1), 149-157. doi:https://doi.org/10.38177/ajast.2023.7114
  32. Vasilaki, M.-M., Zafeiroudi, A., Tsartsapakis, I., Grivas, G. V., Chatzipanteli, A., Aphamis, G., . . . Kouthouris, C. (2025). Learning in Nature: A Systematic Review and Meta-Analysis of Outdoor Recreation’s Role in Youth Development. Education Sciences, 15(3), 332. doi:https://doi.org/10.3390/educsci15030332
  33. Vella, S. A., Aidman, E., Teychenne, M., Smith, J. J., Swann, C., Rosenbaum, S., . . . Lubans, D. R. (2023). Optimising the effects of physical activity on mental health and wellbeing: A joint consensus statement from Sports Medicine Australia and the Australian Psychological Society. Journal of science and medicine in sport, 26(2), 132-139. doi:https://doi.org/10.1016/j.jsams.2023.01.001
  34. Wijnen-Meijer, M., Brandhuber, T., Schneider, A., & Berberat, P. O. (2022). Implementing Kolb s experiential learning cycle by linking real experience, case-based discussion and simulation. Journal of medical education and curricular development, 9, 23821205221091511. doi:https://doi.org/10.1177/23821205221091511
  35. Wiranti, R. (2021). Pengaruh pengalaman mengajar dan motivasi mengajar terhadap profesionalisme guru taman kanak-kanak se-kecamatan Way Jepara. Jurnal Humaniora dan Ilmu Pendidikan, 1(1), 27-37. doi:https://doi.org/10.35912/jahidik.v1i1.297
  36. Y?ld?r?m, H., & Gürp?nar, B. (2023). Physical Education Teachers' Opinions on Character Education and Its Practices. Education and Science, 48(214), 219-248. doi:https://doi.org/10.15390/EB.2023.11749
  37. Zimmerman, B. J., & Schunk, D. H. (2012). Motivation: An essential dimension of self-regulated learning Motivation and self-regulated learning (pp. 1-30): Routledge.