Design and Validation of an Integrated Physical Education Teaching Module Based on Motivation Theory: A Course Development Study Guided by the ADDIE Framework

Abstract

This study developed and evaluated an Integrated Physical Education (PE) Teaching Module grounded in Self-Determination Theory (SDT) and the ADDIE instructional design framework to enhance university students’ physical fitness (PF) and exercise motivation. The module combined in-class fitness training, out-of-class exercise tasks, and an evaluation-based incentive mechanism. An 8-week intervention was conducted in a natural university setting. Results indicated high feasibility and acceptability (completion rate = 94.03%, S-CVI/Ave = 0.952). Compared with the control group, participants in the experimental group showed significant improvements in physical activity (PA) level, exercise self-efficacy, and overall PF (p < 0.05), although endurance indicators (800m/1000m run) did not differ significantly. These findings demonstrate the effectiveness of the SDT-based integrated PE module in promoting students’ motivation and fitness. The study provides a validated, theory-driven pedagogical model that bridges psychological theory with instructional design, offering practical implications for improving university PE curricula.