‘I’m a bit of a snowflake. I Can’t Meet the Male Expectations’. how adolescent boys’ perceived competency shapes their motivation for physical activity

Adolescent boys’ engagement in physical activity is shaped by gendered norms that prioritise strength, competitiveness, and muscularity, which can create barriers to inclusive participation. Framed by Self-Determination Theory, this study uses hegemonic and inclusive masculinity theories to examine how masculine identities and societal expectations influence boys’ perceptions of competency and engagement in physical activities. Thirteen boys aged 13–17 participated in two rounds of photo-elicitation interviews combining researcher-led and participant-led photography to explore boys’ embodied experiences and motivation. Findings suggest that boys who perceive themselves as physically competent are more motivated to participate, while those with lower perceived competency often experience marginalisation and withdraw. Perceptions of competency are formed in early childhood but may shift during adolescence as boys renegotiate identities in response to changes in their bodies, peer relationships, and social contexts. Importantly, perceptions of physical competency are shaped not only by skill and performance but also increasingly by muscular ideals associated with masculinity, which act as a benchmark for physical capital and peer status. During adolescence, the increasing competitiveness and aggression of male – dominated contact sports shape boys’ perceived physical activity competence. Within many school physical education contexts, the continued emphasis on competitive sport environments can marginalise boys with lower perceived competency in these activities. Boys’ muscular development, body size, and height significantly influence how competent they feel. Lower perceived physical competency is associated with body dissatisfaction and reduced motivation, reinforcing exclusionary patterns tied to dominant masculine norms. The findings demonstrate that bodily changes, masculine norms, peer dynamics, and perceived competency influence their motivation, highlighting the need for inclusive, diverse opportunities for all.