24 Dobraš R, et al., The Impact of the Motivational Intervention... PHYSICAL CULTURE 2013; 67 (1): 24-32 Radenko Dobraš 1 Proko Dragosavljević 1 Igor Vučković 1 Aleksandar Gadžić 2 796:012.1:1589.9 Duško Lepir 1 Original scientific paper 1 University of Banja Luka, Faculty of physical education and sport, Republic of Srpska, BIH 2 Football academy, Belgrade, Serbia THE IMPACT OF THE MOTIVATIONAL INTERVENTION ON STUDENTS’ MOTOR ABILITIES Abstract The Object of the present study was primary school students’ motivation in physical education classes. The Study aim was to test genuine motivational program in physical education classes and assessment of its contribution to improvement of motor abilities and decrease of truancy. The Participant sample was made of two classes from each grade of primary school: sixth, seventh and eighth (N=127; 63 boys and 64 girls) for the experimental group and the same number of classes in the control group (N=128; 70 boys and 58 girls). The assessment of the motor abilities has been done at the beginning and at the end of the experimental treatment, which lasted for whole second semester, 17 weeks, and two school hours per week. We have applied earlier verified tests that estimate coordination, flexibility, strength and speed. The number of truancy from physical education classes has been recorded at the end of first semester and at the end of the experiment. Apart from descriptive statistics, we utilised T-test for independent samples and Mann-Whitney test. The students from the experimental group had significantly larger improvement of motor abilities than students from the control group are. At the same time, they had significantly less truancies. Key words: EXPERIMENT / MOTIVATION / MOTOR ABILITIES / TRUANCY Correnspondencs to: Igor Vučković, Faculty of physical education and sport, University of Banja Luka, Bulevar vojvode Petra Bojovića 1, 78000 Banja Luka, Republic of Srpska, BIH, e-mail: ackojoki@teol.net INTRODUCTION According to Hardman (2008), physical edu- cation (PE) is compulsory subject in almost 90% countries in the World. Some earlier studies suggest that PE is the most favourite subject for many stu- dents. However, in recent times it is quite common that students in Republic of Srpska avoid PE classes (Dobraš, 2009). Reasons for that lay in hedonistic and sedentary way of life. Secondly, content of PE lessons in a great deal are not adjusted to the needs of students, but to the teacher, causing further demo- tivation among students. It seems that motivation is the key problem and a challenge for a PE teacher. Everyday practice requires permanent search for new contents that will improve students’ motivation in PE classes. orđić and Tubić (2010) describe two intertwining motivational climates: ‘’Task oriented motivational climate is characterised by focus on learning, self-advancement, engagement and effort. Teacher is designing the optimal difficulty tasks, and evaluation is based on the effort and personal advancement. Cooperation and group work are en- couraged, students take part in the decision-making and they have choice options. On the other hand, Achievement motivational climate, put emphasize