The Development of Self-Determined Motivation towards Physical Activity: from Police Student to Police Professional

Physical readiness is essential for police officers. Despite this, physical activity and fitness decline throughout police officers’ occupational career. To better understand this development, it is important to explore the motivation for physical activity among police students/officers. In a Self-determination theory (SDT) framework, this study aimed to explore what determines the police students’/officers’ motivational regulation to physical activity at the beginning of their education (N=130), at graduation (N=113) and after four years of service in the police (N=103). The study also examined the development of motivational regulation over this period. Based on a longitudinal survey design, data were collected using the Motivation to Physical Activity Measure – Revised (MPAM-R) at the three time points over a span of seven years. Across all time points, ‘fitness’ was the most influential motivational regulation to physical activity. At the beginning and end of police education ‘interest enjoyment’ and ‘competence’ were particularly determining regulations, while after four years of service ‘competence’ and ‘apperarance’ became more prominent. From the beginning of education to graduation, there was a declining trend in motivation related to ‘appearance’ and ‘social’ and a positive tendency for ‘fitness’. After four years in service, motivation related to ‘competence’ and ‘social’ declined whereas ‘appearance’ increased. These findings were discussed within the SDT perspective. Based on knowledge about motivational development, the study suggests that more targeted and effective strategies can be implemented to promote a healthy and active lifestyle among police students and officers.