THE ROLE OF MICRO-WINS IN THE DEVELOPMENT OF STUDENT MOTIVATION IN SCHOOL PHYSICAL EDUCATION: A LITERATURE REVIEW

Abstract

This article aims to analyze the role of micro-wins in the development of student motivation in school Physical Education through a narrative literature review with methodological systematization. Micro-wins are understood as small process-oriented achievements perceived by students throughout the learning process, positively influencing engagement, persistence, and self-regulation. The study is grounded in Self-Determination Theory, Self-Efficacy Theory, and mastery-oriented motivational climate models, examining how pedagogical strategies based on gradual goal-setting, formative feedback, and cooperative learning environments enhance perceived competence and intrinsic motivation. The results of the reviewed literature indicate that these strategies are particularly relevant for students with a history of academic failure, low self-confidence, or reduced participation, as they minimize negative social comparisons and promote progressive success experiences. Although the concept of micro-wins is well established in organizational psychology, self-regulated learning, and sport psychology, an empirical gap remains regarding its systematic application in school Physical Education. It is concluded that pedagogical approaches centered on micro-wins represent a promising pathway for fostering more inclusive, meaningful, and motivating educational practices, highlighting the need for future empirical and intervention-based research in school contexts.