Motivational 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.

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.

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.

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

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.

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.

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.

Relationships among perceived motivational climate, motivational regulations, enjoyment, and PA participation among Finnish physical education students

The influence of teacher-initiated motivational climate on cognitive, affective, and behavioural student outcomes has been highlighted as an area of future research. This study, grounded in self-determination and achievement goal theories, examined how teacher-initiated motivational climate can increase student motivation and positive affective responses in physical education (PE) along with their physical activity (PA) participation, and whether motivational climate has a longitudinal effect across middle school. In addition, we aimed to examine the role of positive affect in explaining the relationship between motivation in PE and out-of-school PA participation. Our sample comprised 540 adolescents (277 boys, 263 girls, median age 13) and they responded to self-report questionnaires measuring their perception of motivational climate in PE classes (Motivation Climate in Physical Education Questionnaire), motivational regulations (Physical Education Motivation Scale), enjoyment (Sport Enjoyment Scale), and PA participation (Health Behaviour in School-aged Children Research Protocol) twice at both Grades 7 and 9. Structural equation model analyses produced three main findings. First, the study showed that intrinsic motivation was the vital component of motivation that transferred the effect of learning-oriented climate to long-lasting enjoyment in PE context. Second, performance-oriented climate had a long-lasting effect on introjected and extrinsic regulations and amotivation. Finally, the study showed enjoyable experiences in PE to transfer intrinsic motivation into PA participation. The findings of the study extend our understanding on how teacher-initiated motivational climate in PE can lead to an increase in PA participation during middle school.

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