First, according to the source, it is divided into internal force and external force.
Internal motivation refers to the motivation that comes from one's own positive, curious or competitive psychology and is eager to get physical pleasure and psychological pleasure, stimulation or personality development from sports activities.
External motivation refers to the desire for external conditions (such as prizes, bonuses, certificates) or the motivation to yield to external pressure to avoid punishment.
Second, according to the direction, sports power can be divided into direct power and indirect power.
Direct power points to the content, method or organizational form of physical education learning, that is, directly points to the physical activity itself.
Indirect motivation refers to the physical, psychological [1] and social consequences that sports activities may bring.
It directly affects the enthusiasm and initiative of individuals in sports. From the content point of view, the dynamic opportunity inspired by advanced social needs induces students' interest in physical education learning, and then forms a belief, which is lasting and stable. The motivation to meet the physiological needs is shallow and unstable, which has limited effect on improving the learning effect. From the intensity point of view, the middle level of motivation is most suitable for physical education. Herb scientifically expounded the relationship between reminding function and arousal level from the perspective of physiology and psychology. When the level of arousal is low, the information transmission in the cerebral cortex is insufficient; If the level of arousal is too high and the information transmission is too tight, it will lead to confusion and poor physical education learning effect.