A Theoretical Framework of Embodied Motivational Regulation in Physical Education: Linking Chronotype, Movement Experience and Adaptive Learning

Abstract

This conceptual article develops a theoretical framework of embodied motivational regulation to explain adaptive learning within school physical education. Integrating chronobiology, embodied cognition, motivation regulation, and adaptive learning theories, the study constructs a serial mediation model: chronotype serves as the distal predictor, sequentially shaping embodied movement experience and motivational regulation to influence students’ adaptive learning. Lesson timing and movement task complexity act as moderators that adjust the strength of these pathways. Testable theoretical propositions are proposed. The framework complements dominant social-cognitive motivation theories by introducing a biological embodied perspective. It offers practical student-centred strategies for physical education teachers and curriculum designers, and provides clear directions for subsequent empirical verification and cross-cultural research.