Teaching Physical Education as a Driver of Sport Motivation among Students Enrolled in the Sport-Study Program in Morocco: An Exploratory Narrative Review

Abstract

The Sport-Study Program in Morocco constitutes a framework designed to reconcile academic achievement with athletic performance among student-athletes. Within this context, sport motivation represents a key factor in engagement, perseverance, and overall success, while the teaching of Physical Education and Sports appears as a pedagogical space likely to influence its development. This article proposes an exploratory narrative review of national and international scientific literature in order to analyze the conceptual links between sport motivation, PES teaching, and the dual academic and athletic career. The documentary process initially identified 96 documents, of which 58 were selected for in-depth reading, before 24 scientific references were finally mobilized for their theoretical, empirical, and conceptual relevance. The findings show that motivational climate, autonomy support, perceived competence, social relatedness, and the quality of pedagogical support play a central role in the development of autonomous sport motivation among student-athletes. The analysis does not reveal a complete absence of research, but rather an insufficiency and thematic dispersion of empirical studies specifically devoted to the motivational dynamics of students enrolled in the Sport-Study Program in Morocco. The article therefore contributes to structuring a theoretical framework and proposes a conceptual model linking PES pedagogical practices, the satisfaction of basic psychological needs, autonomous sport motivation, and the success of students’ dual careers. This model provides a foundation for future empirical research and for the evaluation of Sport-Study programs in the Moroccan context.

Classification JEL: I21, I25, Z2

Paper type: Theoretical Research.