THE ROLE OF MICRO-VICTORIES IN THE DEVELOPMENT OF STUDENT MOTIVACION IN SCHOOL PHYSICAL EDUCATION CLASSES: A BIBLIOGRAPHIC REVIEW

Abstract

This article aims to analyze the role of micro-wins in the development of students’ motivation in school Physical Education classes through a narrative literature review with methodological systematization. Micro-wins are understood as small, process-oriented achievements that strengthen perceived competence, self-regulation, and intrinsic motivation, promoting positive learning experiences and sustained engagement in physical practices. The study is grounded in Self-Determination Theory (Deci & Ryan, 2000; 2017), Social Cognitive Theory and Self-Efficacy Theory (Bandura, 1997), and mastery-oriented motivational climate models (Ames, 1992), which emphasize the importance of the pedagogical context and the recognition of individual progress. The results indicate that micro-wins contribute to strengthening student engagement, especially among students with a history of academic failure.