Change in physical self-perceptions across the transition to secondary school: Relationships with perceived teacher-emphasised achievement goals in physical education

Abstract

ObjectivesThis study aimed to examine the effects of change in perceived teacher achievement goal emphasis in physical education (PE) on physical self-perceptions and self-esteem across the transition to secondary school. Design & methodsA longitudinal design was adopted with three time points, one at the end of primary school and two during the first year of secondary school. Participants (N = 491) were cross-classified by primary (N = 42) and secondary (N = 46) PE class in order to examine the association between perceived class-level teacher-emphasised goals and within-class student goals with self-beliefs. ResultsPersonal approach goals and class perceptions of teacher mastery approach goal promotion were all positively associated with ratings of co-ordination, sport competence, flexibility, and endurance in primary school. More favourable perceptions of coordination, sport competence, strength, flexibility, and endurance during the first year of secondary school were predicted by an increase in performance approach goal emphasis, whereas ratings of sport competence and flexibility were negatively associated with an increase in mastery approach goal emphasis. ConclusionsAlthough not entirely consonant with theoretical predictions, current findings suggest that teacher-emphasised performance approach goals in PE can promote development of several physical self-perceptions in the initial year of secondary school.