Abstract
The aim of this study was to carry out a preliminary validation of “Motivational Climate in Physical Educational” (Soini, Liukkonen, Watt, Yli-Piipari, & Jaakkola, 2014) in Greek educational context. 184 (101 male & 83 female) elementary school students of grades 5th & 6th from different regions of the country participated in the survey. The Greek version of Motivational Climate in Physical Educational (Soini, Liukkonen, Watt, Yli-Piipari, & Jaakkola, 2014) was used for data’s collection. The data’s statistical analysis included: a. Descriptive analysis (M, SD, Kaiser-Meyer-Olkin and Bartlett’s test of Sphericity, and Measure of Sampling Adequacy), b. Exploratory factor analysis, c. Reliability analysis, d. one-way Multivariate Analysis of Variance. The analysis shows: a. the questionnaire retains the structure of the four factors that its designers have recommended b. internal cohesion of the four factors was impressively high (.85 the lowest and .90 the highest). Survey data show: a. The Greek version of the “Motivational Climate in Physical Educational” is a reliable tool of measurement of motivational climate in the Greek educational elementary school environment, b. gender determines the climate of motivation with male students scoring higher in task involving and autonomy factors whereas girls perform better in task involving and relatedness.
Highlights
Physical education (PE) is an invaluable subject in primary and secondary school curricula because of its great potential for students’ physical, mental, emotional, and social development (Bournelli, Koutsouki, Zografou, Aggelonidis, Chatzopoulos, & Agalianou, 2012)
The big challenge of PE teachers is whether and how they will succeed in convincing students to exert their energy on activities that fit them, how they will make the most of knowledge and experiences they gain, and in which way students come to be motivated for lifelong exercise (Fox, 1992)
One of the main objectives of PE is students’ motivation for active participation in the lesson, which for many, is the result of the motivation climate that prevails during the learning process
Summary
Physical education (PE) is an invaluable subject in primary and secondary school curricula because of its great potential for students’ physical, mental, emotional, and social development (Bournelli, Koutsouki, Zografou, Aggelonidis, Chatzopoulos, & Agalianou, 2012). The main objective that has been highly prioritized in school curricula in recent years has to do with lifelong physical exercise. The acquisition of knowledge and experience of physical training so that students will sustain good health after school (Hagger & Chatzisarantis, 2007). During the school years, dealing with health issues promptly and efficiently is crucial (Institute of Educational Policy, 2014; Bournelli et al, 2012). The big challenge of PE teachers is whether and how they will succeed in convincing students to exert their energy on activities that fit them, how they will make the most of knowledge and experiences they gain, and in which way students come to be motivated for lifelong exercise (Fox, 1992). The school climate and the rapport teachers build up with students are essential
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