Climate In Physical Education Research Articles

The Effects of Student-centred Learning Methods and Motivational Climate on Dance Learning

Student-centred pedagogy is based on constructivist and democratic principles where students are encouraged to develop their reflective and critical thinking and sense of responsibility. The objectives of this study was to: (1) determine which of the three student-centred teaching methods (individual, couple or team) will best influence students in learning dances; (2) analyse the impact of motivational climate on different student-centred teaching methods during the learning of the dances among female and male students. The learning of dance structures from the Adriatic dance zone has been analysed because of its applicability to the Physical Education curricula. The pool of subjects consisted of 30 female and 28 male kinesiology students (aged 21–24), divided into three groups according to their preferred learning methods: individual, couple and team. Three experts evaluated the performance of dancers according to the criteria determined beforehand, in detail. For the assessment of motivational climate in Physical Education, Motivational Climate on Physical Education Scale (MCPES) scale was used with subscales: Autonomy, Social relatedness, Task involving climate and Ego involving climate. According to a two-way ANOVA with the independent variables of gender and teaching methods, and Tukey post-hoc test, the most successful students preferred the couple method in learning linđo, and individual method in learning quatro passi. Significant differences were found in Task climate subscale between the couple and team-teaching method. Further investigation of teaching methods in PE classes is needed to confirm optional student-centred method defined by gender, age, and the type of motor skills.

Portuguese Students’ Perceptions About the Motivational Climate in Physical Education

Purpose: To validate the English version of the L’Echelle de Perception du Climat Motivational within a Portuguese context and analyze students’ perceptions of the motivational climate in physical education and its relationship to demographic variables, participation in extracurricular sports, and students’ grades. Methods: A total of 476 Portuguese students participated in the study and completed the L’Echelle de Perception du Climat Motivational (249 men = 52.3%; 227 women = 47.7%). Statistical analysis was used to evaluate the importance of motivational climate in physical education classes. Results: Our results suggest that the Portuguese version of the L’Echelle de Perception du Climat Motivational is valid and reliable. Furthermore, motivational climate is a predictor of both extracurricular sports participation and grades. Discussion and Conclusion: The finding that motivational climate is a predictor for extracurricular sports participation and grades supports the relevance of the climate fostered by physical education teachers and its influence on learning. This study discusses implications for research and practice.

Relevant Variables in the Stimulation of Psychological Well-Being in Physical Education: A Systematic Review

This study is based on the need to explore the different strategies and interventions that seek to develop psychological well-being (PW) in scholars (children and adolescents aged 9–19 years) through physical education and school sports by bearing in mind other variables that can extensively facilitate PW in these students. This study analyzed 504 research works published between 2010 and 2020, and 23 were selected for this review because they met the inclusion criteria. The results showed that the most studied variables were: motivation, academic performance, teaching climate in physical education (PE) teaching styles, parents’ relationships and school environment. The literature review carried out in this study reveals the need to consider PW with other relevant variables, and the importance of doing so from a community approach, in which all systems (parents, school and government) are active participants, and contribute to generate a positive environment for all. Finally, school professionals should be aware of the need to stimulate their students’ PW because government organizations should be interested in promoting such a policy in this population.

The Relationship Between Empowering Motivational Climate in Physical Education and Social Adaptation of Senior High School Students: An Analysis of Chain Mediating Effect.

This study aims to contribute to understanding the mechanisms underlying the association between empowering motivational climate in physical education and social adaptation among senior high school students, and has important implications for interventions that aim at improving social adaptation among senior high school students. Through the quota sampling, 1,526 students (average age = 17 years, SD = 0.714 years) who came from Anhui Province and met the requirements participated and completed the Empowering Motivational Climate Questionnaire in Physical Education (EMCQ-PE), the Physical Education Engagement Scale (PEES-S), the Emotional Intelligence Scale (EIS) (Chinese version), and the Adolescent Social Adaptation Assessment Questionnaire (ASAAQ). For data analysis, Pearson’s correlation analysis, structural equation model test, and bias-corrected percentile Bootstrap method were carried out in turn. The results showed that empowering motivational climate in physical education positively predicted social adaptation (β = 0.282, p < 0.01), empowering motivational climate in physical education positively predicted physical education engagement and emotional intelligence (β = 0.169, p < 0.01; β = 0.690, p < 0.01), physical education engagement positively predicted emotional intelligence and social adaptation (β = 0.591, p < 0.01; β = 0.058, p < 0.05), and emotional intelligence positively predicted social adaptation (β = 0.365, p < 0.01). Physical education engagement and emotional intelligence played a mediating role in empowering motivational climate in physical education and social adaptation, with a total mediating effect value of 0.251. This study shows that empowering motivational climate in physical education not only directly predicts social adaptation but also indirectly predicts social adaptation through the chain mediating effect of physical education engagement and emotional intelligence.

The Relationship Between Empowering Motivational Climate in Physical Education and Social Responsibility of High School Students: Chain Mediating Effect Test.

Objective: This study aimed to contribute to understanding the mechanisms underlying the association between empowering motivational climate in physical education and social responsibility among high school students, and have important implications for interventions aimed at improving social responsibility among high school students.Methods: Through the quota sampling, 802 students (average age = 17 years, SD = 0.97 years) that complied with the requirements were surveyed from Anhui Province in China. Empowering motivational climate in physical education, social responsibility, interpersonal disturbance, and general self-efficacy were assessed using standard scales. For data analysis, Pearson’s correlation analysis, structural equation model test, and bias-corrected percentile Bootstrap method were carried out in turn.Results: (1) Common method biases can be accepted in this study, and the correlation among empowering motivational climate in physical education, social responsibility, interpersonal disturbance, and general self-efficacy are all significant; (2)Empowering motivational climate in physical education, interpersonal disturbance and general self-efficacy can all predict social responsibility significantly; (3) Structural equation modeling indicates good fit: χ2/df = 2.86, RMESA = 0.068, CFI = 0.92, NNFI = 0.91, NFI = 0.90, GFI = 0.93. It indicates that interpersonal disturbance and general self-efficacy can play mediating roles between empowering motivational climate in physical education and social responsibility, respectively. After that, interpersonal disturbance as well as general self-efficacy in turn plays the chain mediating effect in the relationship between empowering motivational climate in physical education and social responsibility. The effect size of the mediating effect of interpersonal disturbance and general self-efficacy in the relationship between empowering motivational climate in physical education and social responsibility is 0.048 and 0.148, respectively, and the effect size of the chain mediating effect is 0.031.Conclusion: Empowering motivational climate in physical education not only has a direct effect on social responsibility among high school students, but also influences social responsibility by the chain mediating effect of interpersonal disturbance and general self-efficacy.

Perceived Motivational Climate and Stages of Exercise Behavior Change: Mediating Roles of Motivation Within and Beyond Physical Education Class.

This study examined the relationship between the perceived motivational climate in physical education (PE) classes and the stage of exercise behavior change among 322 high school students in northeastern China. Furthermore, the chain-mediating effects of autonomous motivation in PE and the five types of motivation (interest, competence, social relatedness, appearance, and health) in leisure-time physical activity (PA) were examined. Results showed that autonomous motivation in PE and the five types of motivation in leisure-time PA had chain-mediating effects on the relationships between the perceived mastery- and performance-oriented motivational climate and the stage of exercise behavior change in the whole sample (controlling for gender). Specifically, a perceived mastery-oriented motivational climate promoted autonomous motivation in PE, which, in turn, increased the five types of motivation in leisure-time PA and led to a higher stage of exercise behavior change. Conversely, a perceived performance-oriented motivational climate reduced autonomous motivation in PE which, in turn, decreased the five types of motivation in leisure-time PA and led to earlier stages of exercise behavior change. The patterns of the chain-mediating effects of autonomous motivation in PE and the five types of motivation in leisure-time PA were somewhat similar in girls and boys. The results suggested that PE teachers should create mastery-oriented climates and avoid performance-oriented motivational climates, which may promote intrinsic or identified motivations of students for PA within and beyond PE classes, thereby affecting the leisure-time PA of students.

Effects of a training course on creation of an empowering motivational climate in physical education: a quasi-experimental study

ABSTRACT Background Physical education (PE) teachers report needing additional support in terms of classroom climate and students’ motivation (Verret et al. [2017]. Enquête provinciale sur les pratiques inclusives en enseignement de l’éducation physique et à la santé: Rapport provincial primaire et secondaire. Montréal, Québec: Université du Québec à Montréal. https://inclusion-eps.uqam.ca/diffusion/). Professional development represents an opportunity to exchange on their practices with colleagues, become familiar with the latest research on effective motivational strategies, develop new skills and support transfer into practice. Objective This study aims to determine if participation in a 2-day training course (spread over 3 days) on how to create an empowering motivational climate impacted students’ motivational variables (self-determined motivation, basic needs satisfaction, perception of motivational climate and PE effort as well as their intention to be physically active) and observed motivational climate. Research design Quasi-experimental study Method A total of 11 PE teachers (experimental group-EG = 6, control group-CG = 5) and their students (elementary = 107, secondary = 100) were recruited. Students completed questionnaires twice: once before the course and once after it was over. Teachers were filmed during two lessons: once before the start of training and once between the second and the last day of training, during a motivational strategy experiment planned by PE teachers on the second day of training. To analyze the data, we used non-parametric tests: the Wilcoxon–Mann–Whitney test and the Wilcoxon signed rank test for related samples. Two experts coded the videos (intrarater reliability = 90.6%; interrater reliability = 93.8%). Findings Results indicate that the teachers’ training had no significant positive effect on students’ motivation. In fact, it was surprising to observe a significant decline in students’ perception of an empowering motivational climate and effort in the experimental group. However, scores were already quite high at the start of the year, remained high in the middle of the year and were similar for the two groups. Between both measurement points, the control group's amotivation increased and autonomy satisfaction decreased. This was not the case for students in the experimental group, suggesting that the training course might be effective in avoiding the detriment of students’ motivation. PE teachers in the experimental group were more empowering during the integration phase of the lesson. Gaps and the overall rating of the lesson (motivational climate) were both more empowering in the experimental group, but did not reach statistical significance (p = .066), which is promising for future interventions.

Herramienta de Observación del Clima Interpersonal Motivacional (OCIM) para docentes de Educación Física (Observational instrument for Interpersonal Motivational Climate (OCIM) for physical education teachers)

Given the importance of the motivational climate in Physical Education, this paper presents the process of design and validation of an instrument of “Observation of the Motivational Interpersonal Climate (OCIM)” for Physical Education teachers. This instrument based on the Self-determination Theory has followed the principles established in the observational methodology. A bibliographic search and an analysis of the observation instruments to date about the motivational climate was carried out to create the OCIM. The tool ad hoc has been designed using a mixed system of field format and a system of categories mutually exclusive. The results obtained through the Kappa indices and the Generalizability Theory have shown satisfactory reliability and different evidence of validity. The OCIM allows to know the degree in which teachers support or controlling the Basic Psychological Needs (including Novelty) and orienting the interpersonal motivational climate towards the autonomy-supportive or controlling style.

Contribution of Motivational Climates and Social Competence in Physical Education on Overall Physical Activity: A Self-Determination Theory Approach with a Creative Physical Education Twist.

Using a cross-sectional study design, we tested a structural equation model of hypothesized relationships among a group of variables: motivational climate in physical education (PE), students’ social competence in PE, out of-school physical activity (PA) motivation, PA intention and their moderate-to-vigorous PA (MVPA). Based on the self-reports of 363 fourth to sixth grade elementary school students (172 girls, 191 boys), the model revealed that the task-involving motivational climate in PE was linked to higher MVPA via cooperation in PE, and also via extrinsic motivation and PA intention. Ego-involving motivational climate was related to higher extrinsic motivation and amotivation, further to higher PA intention and, finally, to higher MVPA. Task-involving motivational climate was positively linked to students’ social competence markers of cooperation and empathy, and negatively to disruptiveness. Ego-involving motivational climate was positively related to disruptiveness and impulsivity, the markers of low social competence. The study showed that the motivational climate and co-operational aspect of social competence both played significant roles in students’ PA motivation, PA intention and MVPA. A pedagogical model that brings the learning of social competence relevant skills to the fore is creative physical education (CPE). Analysis of CPE is provided which highlights teaching behaviors which contribute to the students’ MVPA through motivational climates, co-operation, PA motivation and PA intention.

Motivational Climate in Physical Education, Achievement Motivation, and Physical Activity: A Latent Interaction Model

Purpose: To assess if high school students’ leisure-time physical activity is predicted by their perception of the motivational climate, their perceived competence, and their achievement goals in physical education (PE) and if these variables interact with each other.Methods: A sample of 843 high school students completed self-reported questionnaires in the middle and at the end of the school year. The data were analyzed by structural equation modeling and latent moderated structural equations.Results: Leisure-time physical activity was positively predicted by students’ performance-approach goals and perceived competence in PE and by the interaction between their perceived competence and their adoption of mastery goals.Discussion/Conclusion: Only individual variables in PE were related to leisure-time physical activity. The significant interaction effect between students’ mastery goals and perceived competence in PE suggests that teachers need to foster students’ perceptions of competence. The authors therefore discuss the scope of the results with regard to pedagogical practices.

O efeito de uma intervenção de ensino no gozo da educação física

This study sought to analyze how creating a task-oriented motivational climate through intervention affects various motivational variables, enjoyment, and the importance people attribute to physical education. A sample of sixth-grade elementary school students was used. Ages ranged from 11 to 12 years-old (M = 11.53, SD = .50). Groups were divided into an experimental group (n = 20), where a task-oriented climate was transmitted, and a control group (n = 20) that received no manipulation. A multivariate analysis of variance (MANOVA) was conducted on the data collected at the pretest. To detect intra-group differences between pre and posttest measures, a t-test for related samples was conducted in each group. Results revealed that the experimental group improved significantly more than the control group in social responsibility and social relationship goals, and scored higher on approach-mastery goals, basic psychological needs, intrinsic motivation, enjoyment, and importance attributed to physical education. They also exhibited lower external regulation and amotivation. The control group, conversely, had significantly lower intrinsic motivation posttest than the experimental group. We discuss the importance of transmitting a task-oriented motivational climate in physical education to accomplish positive motivational effects that favor enjoyment and interest in physical education.

An intervention to help teachers establish a prosocial peer climate in physical education

When teachers participate in an autonomy-supportive intervention program (ASIP), they learn how to adopt a motivating style toward students that is capable of increasing need satisfaction and decreasing need frustration. Given this, we tested whether an ASIP experience might additionally help teachers establish a peer-to-peer classroom climate that is capable of increasing prosocial behavior and decreasing antisocial behavior. Forty-two secondary grade-level physical education teachers (32 males, 10 females) and their 2739 students were randomly assigned into either an ASIP or a no-intervention control condition, and their students completed a questionnaire four times over an academic year to assess their need satisfaction and frustration, task-involving and ego-involving peer climates, prosocial and antisocial behaviors, and academic success. Teacher participation in the ASIP increased students' T2, T3, and T4 perceived autonomy-supportive teaching, need satisfaction, peer task climate, prosocial behavior, and academic success, and it also decreased students' T2, T3, and T4 perceived controlling teaching, need frustration, peer ego climate, and antisocial behavior. A multilevel structural equation modeling analysis showed that intervention-enabled increases in T2 peer task-involving climate longitudinally increased students' subsequent T3 and T4 prosocial behavior, while the intervention-enabled decreases in T2 peer ego-involving climate longitudinally decreased students’ subsequent T3 and T4 antisocial behavior. Autonomy-supportive teaching is therefore a precursor to the establishment of a prosocial-boosting and an antisocial-diminishing peer-to-peer classroom climate.

ANÁLISIS TRANSCULTURAL DEL CLIMA MOTIVACIONAL EN ALUMNADO DE COSTA RICA, MÉXICO Y ESPAÑA

The aim of this paper is to find out how satisfaction, motivation and belief in success in physical and sports leisure time activities of students in secondary education predict the perceived motivational climate in physical education in three different cultural contexts. The sample consisted of 2168 students from three different countries, belonging to Costa Rica 423, 408 to Mexico and a total of 1337 students to Spain, all aged between 11 and 16 years. The Scales Motivational Climate, Satisfaction Intrinsic in Sport, Sport and Inventory Motivation Perceptions of Beliefs on the Causes of Success in Sport were used. The results found in this research show similar trends in all three countries in terms of mastery prediction as well as performance-approach, performance-avoidance, and social approval.

Effects of school-based interventions on motivation towards physical activity in children and adolescents: protocol for a systematic review

BackgroundRecent studies have observed low levels of physical activity in children and adolescents worldwide. Physical activity interventions are increasingly carried out to counteract this development. The school environment is an ideal setting for such interventions to take place as large numbers of children and adolescents can be addressed. With the assumption that motivation is the key to initiate and sustain beneficial health behaviors, theory-based intervention studies apply motivational strategies to increase students’ participation in physical activity. The main objective of this systematic review will be to analyze the effects of school-based physical activity interventions on a variety of motivational outcomes towards physical activity in school-aged children and adolescents.MethodsComprehensive literature searches will be conducted in multiple electronic databases, including MEDLINE, Scopus, PsycINFO, ERIC, PSYNDEX, Physical Education Index, and SPORTDiscus. We will include randomized controlled trials (RCTs) and quasi-experimental studies examining the effects of school-based physical activity interventions (e.g., physical activity components during school lessons including physical education, or during morning, lunch and afternoon breaks). Primarily extracurricular physical activity interventions will not be considered. The primary outcomes will be students’ motivation, basic psychological needs, goal orientation, enjoyment, and motivational teaching climate in physical education. Secondary outcomes will be the students’ physical activity behaviors in-class, during school, and in leisure time. Only peer-reviewed articles published in English will be considered. Three reviewers will independently screen all citations and full-text articles, and two reviewers will abstract data. The quality of the included studies will be assessed with the Cochrane Collaboration’s tool for assessing risk of bias for RCTs and the GRADE methodology will be used to assess the certainty of the body of retreived evidence.DiscussionIn order to increase and maintain physical activity levels in children and adolescents, motivation towards physical activity should be sustained. It is anticipated that the results of this systematic review will provide information as to which strategies implemented in the school setting are effective in increasing students’ motivation towards physical activity, and hence increase their physical activity during school and after-school hours.Systematic review registrationPROSPERO CRD42018110306

Relationships Between Dispositional Flow, Motivational Climate, and Self-Talk in Physical Education Classes

This cross-sectional study explored the relationships between dispositional flow, motivational climate, and self-talk in physical education. Six hundred forty-eight participants completed the Dispositional Flow Scale for Physical Education, the Learning and Performance Orientation in Physical Education Classes Questionnaire, and the Automatic Self-Talk Questionnaire for Physical Education. The results revealed that dispositional flow subscales were negatively related to students’ negative self-talk dimensions and positively related to students’ positive self-talk dimensions. Moreover, significant relationships emerged between perceived motivational climate subscales and students’ self-talk dimensions. Hierarchical regression analyses showed that the dispositional flow subscale of unambiguous feedback and the subscale of motivational climate of students’ learning orientation significantly predicted students’ positive self-talk dimensions (positively) and negative self-talk dimensions (negatively). In contrast, the motivational climate subscales of students’ worry about mistakes significantly and positively predicted students’ negative self-talk dimensions. Finally, significant differences were found in study variables as a function of gender, leisure-time sport participation, sport type, and grade level. Overall, these correlational findings stress the importance of dispositional flow and perceived motivational climate in physical education as potential factors that shape students’ self-talk. Subscribe to TPE

Mastery Motivational Climates in Early Childhood Physical Education: What Have We Learned over the Years?

For decades there has been considerable research investigating educational climates in physical education. From those investigations, it is accurate to conclude that mastery motivational climates are a highly effective instructional approach when teaching motor skills and promoting physical activity engagement for young children. Due to this, researchers have informed practitioners of the benefits of implementing a mastery motivational climate in early childhood physical education. This article reviews mastery motivational climates, the research findings associated with the benefits of implementing this climate, and their implications to teaching, as well as introduces tips and strategies for implementing a climate of this nature.

Effectiveness of a creative physical education intervention on elementary school students’ leisure-time physical activity motivation and overall physical activity in Finland

This study investigated the effectiveness of a creative physical education (CPE) intervention on students’ perceptions of motivational climate in physical education (PE), leisure-time physical activity (PA) motivation, and overall PA. A sample of 382 fourth to sixth grade students ( Mage= 10.87[.93]) from two elementary schools were assigned to the CPE intervention ( n = 196; Mage= 10.84[.95]) and control ‘PE-as-usual’ ( n = 186; Mage= 10.90[.90]) groups. Students’ perceived task- and ego-supportive climate in PE, leisure-time PA motivation, and overall PA were measured before and after the one-year intervention. Analyses of covariance and path analyses were implemented to test the effectiveness of the intervention. The intervention had a positive effect on students’ perceptions of task-supportive climate in PE ( p &lt; .001) and a negative effect on ego-supportive climate ( p &lt; .001). Students’ perceptions of task-supportive climate had a positive effect on their leisure-time PA motivation ( p &lt; .001), which, in turn, had a positive effect on their overall PA ( p &lt; .001). The results suggest that CPE-based PE may increase students’ perceptions of task-supportive climate in PE, which predicts their later leisure-time PA motivation outside the school context and overall PA.

Student intention to engage in leisure-time physical activity: The interplay of task-involving climate, competence need satisfaction and psychobiosocial states in physical education

Grounded in achievement goal theory and basic psychological needs theory, the aim of this study was to examine the impact of the interaction of perceived motivational climate in physical education with psychological needs satisfaction (relatedness, competence and autonomy) and psychobiosocial states on student intention to engage in leisure-time physical activity. Participants ( N = 470 Italian students, 287 boys and 183 girls, aged 16–19 years) completed the Teacher-Initiated Motivational Climate in Physical Education Questionnaire, the Psychological Needs Satisfaction Scale in Physical Education, the Psychobiosocial States Questionnaire, and a measure of intention to engage in leisure-time physical activity. Structural equation modelling analysis indicated that a perceived task-involving climate was related to intention to engage in physical activity through the serial mediation of competence need satisfaction and pleasant/functional psychobiosocial states. The findings highlight the importance of task-involving climate and competence need satisfaction in determining pleasant emotional states and, consequently, in promoting leisure-time physical activity. Teachers should apply curricular and pedagogical strategies that aim to create a task-involving motivational climate, make movement experiences personally meaningful and pleasant and therefore stimulate students to adopt an active lifestyle.

Multi-Parametric Analysis of Aggressive Communication and Motivation Climate in Physical Education

The purpose of this study was to examine verbal aggressiveness, argumentativeness and motivation climate in a multi-parametric context. Nine hundred and three (903) students (448 males, 455 females), whose age varied from 10 to 17 years old (M = 13.8, SD = 2.3), participated in this study. The findings revealed that instructors’ verbal aggressiveness was positively related to performance climate and negatively to argumentativeness and mastery climate, while argumentativeness was positively related to mastery climate. Additionally, the multiple regression analysis presented that argumentativeness and the created motivational climate were negative predictors of verbal aggressiveness. High school students perceive their instructor more argumentative and reported the lower score on performance climate. Urban schools presented higher levels on verbal aggressiveness and performance climate. Students from 9th grade proved to have higher score in verbal aggressiveness, 7th grade in argumentativeness and mastery climate. Finally, students from 6th grade perceived that their instructors created performance climate in higher levels. Furthermore, Mancova indicated that the covariates, mastery and performance climate explained a statistically significant proportion of variance of verbal aggressiveness and argumentativeness between classes. Moreover, instructors who use low level of verbal aggressiveness proved to have higher score in argumentativeness and mastery climate. Also, high level of verbal aggressiveness was presented in performance climate. Finally, Ancova reported that argumentativeness was a significant covariate of verbal aggressiveness on performance climate.

Peer and teacher influences on the motivational climate in physical education: A longitudinal perspective on achievement goal adoption

This study examined the temporal patterns and concurrent effects of teachers and peers on the motivational climate to student’s achievement goal adoption in the physical education (PE) classroom. On three occasions, over the course of one school year, 655 students in Years 7, 8, and 9 of a secondary school completed measures of approach-avoidance goal adoption, perceptions of the teacher-created motivational climate and perceptions of the peer-created motivational climate in PE. Measures were taken towards the end of each school term. Perceptions of a teacher mastery climate were found to decrease over the course of the school year, while perceptions of a peer performance climate increased. Multilevel analyses considered the intraindividual, interindividual and interclass levels and revealed that perceptions of both the teacher and peer climate influenced student achievement goal adoption over the course of the school year. The findings indicate that future research would benefit from incorporating peer as well as teacher influences on the motivational climate in order to understand the dynamics of student motivation in the PE classroom.