Climate In Physical Education Research Articles

Motivational climate, 2×2 achievement goal orientation and dominance, self-regulation, and physical activity in pre-service teacher education

This longitudinal study investigated the effects of a mastery motivational climate in physical education (PE) classes on 2×2 achievement goal orientation and dominance, self-regulated learning (SRL), and physical activity (PA) in leisure time. A total of 408 (264 women, 144 men) university students were randomly assigned to two groups: experimental and control. For 12 weeks (24 one-hour sessions), the experimental group received an intervention programme based on TARGET model, which emphasized a mastery climate. The control group carried out the same content but without highlighting such strategies. By means of the structural equation model, true intraindividual change in relation to orientation to 2×2 achievement goals, SRL, and PA in leisure time was analyzed. An increase in different variables within the experimental group was confirmed, these being: (a) the orientation to and dominance of mastery-approach (MAp) goals at the expense of the remaining goals; (b) competences in SRL; and (c) moderate and vigorous levels of PA in their free time. In addition, intraindividual changes in the MAp goals were positively related to intraindividual changes in self-efficacy of learning, which, in turn, positively predicted intraindividual changes in PA, regardless of the group (experimental or control). Thus, the mastery climate increases the percentage of participants with a dominant MAp goal and can effectively help to promote regular habits of PA in free time, by mediation of self-efficacy in SRL.

Reconceptualizing Motivational Climate in Physical Education and Sport Coaching: An Interdisciplinary Perspective

ABSTRACTThe purpose of this article is to re-conceptualize the phenomenon of motivational climate in Physical Education and sport coaching as a concept that is not purely psychological in nature, but also highly dependent upon pedagogical and sociological theories. In doing so, an interdisciplinary perspective is promoted where the three aforementioned disciplines combine and intersect in order to enrich teachers’ and coaches’ understanding of motivational climate. The ultimate aim is to assist practitioners in fostering an effective and stimulating learning environment. The pre-existing TARGET acronym (task, authority, recognition, grouping, evaluation and time) is used to structure the paper. These TARGET structures are further developed with links to relevant pedagogical and sociological theory to enrich them. Further, a strong emphasis is placed on ‘relationships,’ which have not previously been featured in the TARGET literature. It is anticipated that inter-disciplinary research on motivational climate will emerge from the ideas presented.

Using information communication technologies (ICTs) for motivating female adolescents to exercise/run in their leisure time

The aim of this study was to examine the effect of a 12-week intervention program on motivational climate in physical education (PE) lessons, on female adolescents' self-efficacy for independent training in leisure time, and on physical fitness measures. Participants were 154 female high school students divided into three groups: (1) received a program to enhance motivation for physical activity (PA) during PE lessons and in leisure time, using the internet; (2) followed the regular curriculum in addition to self-report at the end of each lesson, using smartphone application; (3) engaged in standard PE lesson activities. A self-efficacy for training questionnaire, a motivational climate questionnaire, and tests of physical fitness were administered. Findings indicated improvement pre-post in motivational climate and in the physical fitness measures, and a decline in the intensity of negative affect towards running, in all three groups. Incorporating innovative ways, and promoting self-accountability using self-documentation encourage students to exercise during their leisure time.

Validez de constructo interna y externa del AGQ y PTEGQ en español

The objective is to analyze the psychometric properties of Achievement Goals Questionnaire (AGQ) and Perceptions of Teachers' Emphasis on Goals Questionnaire (PTEGQ) in Spanish, determining the reliability and construct validity and external validity by understanding that achievement goals and perceived motivational climate in physical education may predict intrinsic motivation and satisfaction in those subjects who exercise at leisure time regularly. Psychometric tests confirm PTEGQ and AGQ have four dimensions that are hypothesized from the original one. It has proved the structural supporting hypothesis that it is based on the principle of compatibility. It has also been demonstrated construct validity and external validity as achievement goals and perceived motivational climate in physical education may predict intrinsic motivation and satisfaction in active subjects. Its reliability has been acceptable

Strategies for Creating a Caring Learning Climate in Physical Education

Teacher–student interactions are at the core of the teaching–learning process. There is research evidence showing that a teacher's caring behavior is strongly related to students' attitudes and engagement in physical education (PE). This article discusses practical strategies that PE teachers can employ to create a caring learning environment, thus fostering students' engagement and learning outcomes in PE.

Influence of Perceived Motivational Climate on Achievement Goals in Physical Education: A Structural Equation Mixture Modeling Analysis

The purpose of the current study was to examine the influence of perceived motivational climate on achievement goals in physical education using a structural equation mixture modeling (SEMM) analysis. Within one analysis, we identified groups of students with homogenous profiles in perceptions of motivational climate and examined the relationships between motivational climate, 2 x 2 achievement goals, and affect, concurrently. The findings of the current study showed that there were at least two distinct groups of students with differing perceptions of motivational climate: one group of students had much higher perceptions in both climates compared with the other group. Regardless of their grouping, the relationships between motivational climate, achievement goals, and enjoyment seemed to be invariant. Mastery climate predicted the adoption of mastery-approach and mastery-avoidance goals; performance climate was related to performance-approach and performance-avoidance goals. Mastery-approach goal had a strong positive effect while performance-avoidance had a small negative effect on enjoyment. Overall, it was concluded that only perception of a mastery motivational climate in physical education may foster intrinsic interest in physical education through adoption of mastery-approach goals.

Manipulation of motivational climate in physical education: Effects of a seven-month intervention

The objective of this study was to examine the impact of an intervention programme that manipulated task, authority, recognition, grouping, evaluation and time (TARGET) structures on the cognitive and affective response of students to their physical education (PE) lesson. The sample consisted of 374 high school students ( M age = 13.8, S.D. = .73) assigned to either an intervention or a control group. The students completed measures of perceptions of motivational (task- and ego-involving) climate, dispositional achievement goals (task and ego orientation), intrinsic motivation and trait anxiety (cognitive processes, somatic anxiety and worry). The questionnaires were administered at the beginning and at the end of the academic year, that is, within a period of seven months. In between the two measurements, PE teachers taught the intervention group using the TARGET structures. The results of a Multilevel Random Coefficient Modelling indicated that students in the intervention group reported higher levels of teachers' emphasis on learning orientation, students' learning orientation, students' task orientation, enjoyment and perceived competence, and lower levels of worry after the intervention. These findings support the positive influence of TARGET structures on cognitive and affective responses of the students to PE lessons.

Teacher-Initiated Motivational Climate in Physical Education Questionnaire in an Italian Sample

The purpose of the study was to translate and adapt in the Italian language a questionnaire that could effectively assess perceived motivational climate in physical education. An Italian version of the Teacher-initiated Motivational Climate in Physical Education Questionnaire proposed by Papaioannou (1998) was administered to 1,681 young students, 840 girls and 841 boys, ages 11 to 14 years. Data were subjected to confirmatory factor analysis to assess the goodness of fit of the expected two-factor solution constituted by a Mastery Climate scale (six items) and a Performance Climate scale (six items). A good fit was indicated between the observed data and theoretical model and supported the two-dimensional structure of the test. In the total sample, the Mastery factor accounted for 33.6% of the variance and the Performance factor accounted for 15.4%. Cronbach alpha of the Mastery and Performance scales were .79 and .70, respectively.

Measuring Perceived Motivational Climate in Physical Education

A new instrument of motivational climate in physical education is presented with the goal of measuring perceptions of teachers’ emphasis on mastery, performance–approach, performance–avoidance, and social approval goals. The measure was based on the principle of compatibility, according to which climate perceptions and achievement goals should be compatible between each other in terms of target, action domain, life context, and time. The measure was administered to 928 middle school students alongside scales of intrinsic motivation, amotivation, and satisfaction. The statistical analyses included structural equation modeling, investigation of factor correlations, correlation of this measure with intrinsic motivation, satisfaction, and amotivation in physical education and investigation of intraclass correlations. The findings provide evidence of construct validity for the new measure and suggest that mastery and social approval goals can facilitate intrinsic motivation of students.

Effects of motivational climate in Singaporean physical education lessons on intrinsic motivation and physical activity intention

Little is known about the influence of perceived motivational climate in physical education lessons from the Asian perspective. This study of 1122 secondary school pupils from Singapore examined the psychometric properties of an existing classroom climate measure. Additionally, the relationships between perceived motivational climate, achievement goals, perceived competence and intrinsic interest and intention to be physically active were examined. It was hypothesized that the perception of high-task involving climates should lead to the adoption of task orientations, and ego-involving climates lead to ego orientations. Both goal orientations will be mediated by perceived competence, impacting on intrinsic motivation and intentions. The results of the structural equation modelling supported the main hypothesis. Overall, the findings suggest that perceptions of a mastery climate in physical education may foster intrinsic interest and intentions to be physically active. It is noteworthy that 68.5% of the variance in intrinsic motivation and 21.9% of the variance in intention to be physically active were accounted for by the model.

A Multilevel Approach to Motivational Climate in Physical Education and Sport Settings: An Individual or a Group Level Construct?

Motivational climate is inherently a group-level construct so that longitudinal, multilevel designs are needed to evaluate its effects on subsequent outcomes. Based on a large sample of physical education classes (2,786 students, 200 classes, 67 teachers), we evaluated the effects of classroom motivational climate (task-involving and ego-involving) and individual goal orientations (task and ego) on individual students’ outcomes (intrinsic motivation, attitudes, physical self-concept, and exercise intentions) collected early (T1) and late (T2) in the school year. Using a multilevel approach, we found significant class-average differences in motivational climate at T1 that had positive effects on T2 outcomes after controlling T1 outcomes. Although there was no support for a “compatibility hypothesis” (e.g., that task oriented students were more benefited by task-involving motivation climates), the stability of goal orientations was undermined by incompatible climates.

Physical Activity and Situational Motivation in Physical Education: Influence of the Motivational Climate and Perceived Ability

The influence of perceptions of the motivational climate and perceived ability on situational motivation and the physical activity behavior of 213 male and 229 female adolescent physical education students (M age= 12.56 years; SD = 0.96) was examined over a 3-day period. A significant age by gender interaction emerged, with physical activity declining from the sixth to eighth grade. The decline was more pronounced among female than male students. Perceptions of a mastery climate were strongly related to more self-determined forms of situational motivation. In contrast, perceptions of a performance climate were strongly related to less self-determined forms of situational motivation. Results of a hierarchical regression analysis revealed gender, perceived ability, and perceptions of a mastery climate to explain a significant amount of variance in physical activity. These findings suggest that promoting a mastery oriented motivational climate in physical education will foster self-determined situational motivation and physical activity.

Influence of the Motivational Climate in Physical Education on Sixth Grade Pupilsí Goal Orientations

The primary purpose of the study was to ascertain whether manipulating the motivational climate of physical education units would influence sixth grade pupils’ goal orientations. A secondary purpose was to assess the influence of the motivational climate on the goal orientations of boys and girls. Twenty-seven girls and 45 boys were randomly assigned to a control group or one of two experimental groups. Experimental groups were taught modified field hockey within an ego- or task-involving climate. Pupils’ goal orientations were measured before and after instruction with the Task and Ego Orientation in Sport Questionnaire. Group gender test analysis of variance tests indicated that the two experimental treatments had the expected influence on pupils’ goal orientations but that there were no differential effects on male and female pupils.

Influence of the motivational climate in physical education on the intention to practice physical activity or sport

This study is based on the achievement goal theory and intended to verify the effects of the motivational climate of the physical education (PE) on students' motivation, interest, and intention to practice physical activity or sport. In order to meet these objectives, 975 participants, from 13 to 18 years of age, completed the following instruments: PECCS, TEOSQ, IMI, Satisfaction Scale, and the Intention to Practice Physical Activity or Sport. The data were analyzed by means of Structural Equation Modeling (SEM). The results confirmed that the mastery dimension of motivational climate has an influence, directly or indirectly, on task orientation, the three dimensions of intrinsic motivation—interest, perceived competence, and satisfaction—and the intention to practice physical activity or sport, in contrast to ego orientation. On the other hand, the comparison dimension of the motivational climate demonstrated specific effects on each of the variables analyzed, increasing the tension-pressure and negatively affecting the enjoyment and interest of the students. Therefore, in PE, a motivational climate oriented more toward mastery, rather than a competitive climate, should be promoted.

Differential Perceptual and Motivational Patterns When Different Goals Are Adopted

This study examined how perceived motivational climate in physical education is related to (a) perceptions of teachers’ differential treatment toward high and low achievers, (b) reported motivation and anxiety of children with high and low perceived competence during play or exercise with high- or low-ability children. One thousand three hundred ninety-three high school students completed measures of the above variables. The perception of teacher’s differential treatment was positively related to the perception of an environment emphasizing social comparison and negatively related to the perception of a climate emphasizing personal progress. Perceived competence had no effect on intrinsic motivation when extremely high learning goals were adopted. When low learning goals were adopted, motivation decreased for children with low perceived ability playing with high achievers and for children with high perceived ability playing with low achievers. A high learning-oriented climate should be created to enhance equality and maximize motivation.