Task-oriented Motivational Climate Research Articles

The Effects of Small-Sided Games and Behavioral Interventions on the Physical and Motivational Outcomes of Youth Soccer Players.

The objective of this study was to test the effects of two types of intervention, one based on small-sided games (SSGs), and the other one that had, in addition, a behavioral component consisting of goal setting, public posting, and positive reinforcement. The participants were 16 male soccer players aged 12-14 years old who participated in a couple of training sessions per week between August and November 2021. We used Playr Catapult GPS devices to assess the effect of the intervention on the total distance covered and total sprint distance in the task of playing SSGs. We used Yo-Yo Intermittent Recovery Test Level 1 to test the effect of the intervention on players' aerobic capacity and the Task and Ego Orientation in Sport Questionnaire to investigate levels of motivational climate. Multiple two-way mixed ANOVAs were conducted and the results indicated that our intervention had a positive effect on the total distance and total sprint distance covered during SSGs. For aerobic capacity, even if the results were not significant, they indicate a high effect size. The effect of the intervention on task-oriented motivational climate and ego-oriented motivational climate was not significant. Discussions focus on the application of the intervention in team training settings.

Teaching Style, Motivational Climate, and Physical Education: An Intervention Program for Enhancing Students’ Intention for Physical Activity

Lifelong physical activity is one goal of physical education. This study aimed to investigate the effectiveness of a 9-week designed intervention in physical education at promoting elementary school students’ intention for physical activity. The intervention was based on the creation of a task-oriented motivational climate during physical education via two teaching styles. The sample (n = 157) was assigned to control (n = 96) and two intervention (n = 39 and n = 22) groups. The intervention groups exhibited statistically significant greater intention for being physically active after the program. These findings indicate that an appropriate design of physical education could support students’ physical activity outside the educational framework.

One Step Closer to Understanding Motivation in Scientific Education: The Incorporation of Science Textbooks as a Predictor, Together with Motivational Climate and Basic Psychological Needs

Students’ increasing lack of interest in science has led to a disturbing situation that compels us to continue researching educational motivation, in this line, and within the framework provided by self-determination and achievement goal theories. The great importance of this variable can be attributed to its relevance in classes and its competence-related nature, which in principle makes it a motivating resource, as is the case with science textbooks. In particular, this study provides an in-depth understanding of motivation using various motivational predictors, while incorporating the motivational competence relevance of science books. One thousand students between the ages of 10 and 14 years participated. The research instrument used was a questionnaire consisting of 4 scales that measured the motivational competence relevance of science books, the task-oriented motivational climate, the basic psychological need for competence and the intrinsic motivation. Data were analyzed using correlation analysis and a structural equations model. The results showed that, among other aspects, motivation is influenced by competence, while competence is influenced by the task climate and the motivational competence relevance of science books. These findings suggest that in order to increase students’ intrinsic motivation, teachers must create a task-oriented climate, emphasize the value that student should attribute to science books from a motivational competence perspective, and satisfy the need for competence.

CLIMA, ORIENTACIÓN MOTIVACIONAL Y DIVERSIÓN EN FUTBOLISTAS ALEVINES

El objetivo fue analizar la influencia de las modalidades fútbol 7 (F7), fútbol 8 (F8) y fútbol 11 (F11) en categoría alevín, sobre el clima y orientación motivacional y el grado de diversión. 377 jugadores (10,91±0,76 años) completaron los cuestionarios PMCSQ-2, POSQ y CDPD. En todas las modalidades se obtuvieron valores altos para clima motivacional orientado hacia la tarea y bajos para el orientado al ego. La puntuación clima motivacional percibido orientado hacia la tarea en F11 fue menor (p<0,05) que en F7 y F8. En la orientación hacia la tarea no hubo diferencias entre modalidades, con valores de orientación al ego en F11 superiores (p<0,05) a F7 y F8. El grado de diversión en las tres modalidades fue alto, siendo en F11 menor (p<0,05) que en F8, sin diferencias entre F7 y F11. Mayor participación puede aumentar la diversión y adhesión a la práctica deportiva, evitando el abandono prematuro del deporte.

Motivation, Discipline, and Academic Performance in Physical Education: A Holistic Approach From Achievement Goal and Self-Determination Theories.

The analysis of disciplined behaviors and academic performance in a school context has become one of the main concerns within the educational community. Physical Education is highlighted as a key subject to analyze students’ behavior. Researchers and Physical Education teachers are interested on the motivational processes that predict positive student outcomes in order to support them. Thus, the main purpose was to determine a predictive model of disciplined behaviors and academic performance in Physical Education students. The Achievement Goal Theory and Self-Determination Theory acted as the theoretical framework. A total of 919 Spanish secondary school students participated in the study. The studied variables were task-oriented motivational climate, basic psychological needs, autonomous motivation, disciplined behavior, and academic performance. Data collection included Spanish validated questionnaires. The Mplus statistical program was used to perform a structural equation model of prediction. It included antecedents (task-oriented climate), motivational processes (basic psychological needs and autonomous motivation), and consequences (disciplined behavior, Physical Education and overall students’ performance). The results revealed that positive outcomes (discipline and academic performance in Physical Education) were positively predicted by autonomous motivation; autonomous motivation was positively predicted by basic psychological needs and these, in addition, by the task-oriented climate. The results highlighted the importance of the task-oriented motivational climate and the mediating role of the basic psychological needs and autonomous motivation in order to generate these positive student outcomes in Physical Education. This study could be a useful resource for teachers, since it offers the motivational variables that lead students to achieve disciplined behaviors and academic performance in Physical Education. Intervention programs based on the results of the present study could be applied in Physical Education classes in order to obtain better behavioral as well as cognitive positive student outcomes.

Motivational Climate Is Associated with Use of Video Games and Violence in Schoolchildren: A Structural Equation Model According to Healthy Behaviors.

The aim of this cross-sectional study was to develop an explanatory model of motivational climate, problematic use of videogames, violent behaviour and victimisation in schoolchildren. The sample included 734 children aged between 10 and 12 years of age from the province of Granada (Spain). A multi-group structural equation model was used, with an excellent fit (CFI = 0.964; NFI = 0.954; IFI = 0.964; RMSEA = 0.048). The results showed a positive relationship between the problematic use of video games, victimisation and violent behaviors, associating negatively with the task climate. Likewise, the task-oriented motivational climate was indirectly related to victimisation situations and violent behavior, while the ego climate did so positively with special emphasis on children who did not perform physical activity. As a main conclusion it is shown that adherence to the practice of physical activity, and particularly within a task-oriented motivational climate, can act as a protective factor against the problematic use of video games.

Opažena motivaciona klima kreirana od strane trenera i fizička samoefikasnost kao prediktori sportskog zadovoljstva kod mladih srpskih sportistkinja

Starting from the Achievement Goal Theory, but also Bandura's theory of self-efficacy and Triadic Reciprocal Causation, this paper considered perceived motivational climate created by the coach and percieved physical self-efficacy as key predictors of young female athletes` satisfaction. The sample consisted from 117 young female athletes aged between 11 to 17 (M=13.62) from Serbia; who train volleyball (N=51), basketball (N=48) and handball (N=18) in different clubs. During 2017, respondents filled out questionnaires Athlete Satisfaction Questionnaire - ASQ (Riemer, & Chelladurai, 1998) - subscale of satisfaction with personal performance and subscale of satisfaction with the level of athlete's skills utilization; Perceived Motivational Climate in Sport Questionnaire-2 - PMCSQ-2 (Newton, Duda & Yin, 2000) - shortened version with three subscales: Task-oriented motivational climate, Unequal recognition and Punishment for mistakes; The Physical Self-Efficacy Scale (Ryckman et al., 1982) - subscale Perceived Physical Ability. Results of regression analysis show that Perceived motivational climate created by coach and Perceived Physical Ability represent significant predictors (F(4,107)= 31.78, p=.00) that explain 55% variance of female athletes satisfaction. Task-oriented motivational climate and Perceived physical ability stood out as significant individual predictors. Coach as well as physical self-perception of young female athletes are related with athlete's satisfaction. Satisfied athletes have greater results in sports, as well as the intention to continue doing sports. Significance of these results lies in the better understanding female athlete's satisfaction in Serbia, and contributes to creating prevention programs in order to help girls stay in sports.

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.

Analysis of Motivational Climate, Emotional Intelligence, and Healthy Habits in Physical Education Teachers of the Future Using Structural Equations

This study developed a Structural Equation Model (SEM) in order to identify the associations between motivational climate, emotional intelligence, adherence to the Mediterranean Diet (MD), Physical Activity (PA), and some health indicators in a sample of future teachers. A non-experimental and cross-sectional study was carried in 775 university students (22.22 ± 3.76), using as main scales the Perceived Motivational Climate in Sport Questionnaire (PMCSQ-2), Emotional Intelligence Inventory adapted for the sport context, Physical Activity Questionnaire for Adolescents (PAQ-A), Mediterranean Diet Quality Index (KIDMED), 20 meter Shuttle Run Test (20mSRT), and percentage of lean and fat mass as calculated by the Tanita TBF300®® (Tanita-Corporation, Tokyo, Japan) electronic scale. The results showed a positive association between emotional intelligence and task climate, whereas the relationship with an ego climate was low. Ego-oriented climate was positively related to MD and high levels of PA. Emotional intelligence was directly related to higher levels of PA and the level of adherence to MD. PA was negatively associated with fat mass and positively with lean mass and VO2MAX. Task-oriented motivational climate showed a positive relation with the emotional intelligence of young people. Ego-oriented motivational climates were related to higher rates of physical-sport engagement and better diet quality.

Leadership and Motivational Climate: The Relationship with Objectives, Commitment, and Satisfaction in Base Soccer Players.

The objective of the present study is to analyze non-professional soccer players’ preferences regarding coach leadership style and motivational climate and to determine the relationship of these variables with players’ satisfaction, sport commitment, and sport objectives. The participants were 151 players, aged between 10 and 24 years, divided into five categories: Alevín, Infantil, Cadet, Feminine, and Juvenile, all belonging to the Aragonese Soccer Federation. The participants completed questionnaires assessing their perception of their coach’s leadership style, the team’s motivational climate, their individual satisfaction, degree of sport commitment, and sport objectives. The results show that the leadership styles of training and instruction (M = 3.98, SD = 0.43) and positive feedback (M = 4.02, SD = 0.53) are the most valued by the players in all categories. The training and instruction leadership style had the highest correlations with task-oriented motivational climate (r = 0.40). The findings of the regression analysis show that a training and instruction leadership style and a task-oriented motivational climate significantly predict players’ satisfaction (13.3%) and sport commitment (14.5%).

Motivational Climate towards the Practice of Physical Activity, Self-Concept, and Healthy Factors in the School Environment

The objective of the present study was to define and contrast an explanatory model relating the motivational climate, body mass index, and adherence to a Mediterranean diet with the self-concept of school children. A further objective was to analyze the existing relationships between the variables included in the developed model according to sex, using a multi-group structural equation analysis. In the study, a total of 734 school children, of both sexes, reported their perceived motivational climate towards sport, body mass index, adherence to a Mediterranean diet, and self-concept. These children were aged between 10 and 12 years old and attended public school in the province of Granada (Spain). The multi-group structural equation model developed demonstrated an excellent fit to the empirical data (χ2 = 228.179; DF = 40; p < 0.001; CFI = 0.965; NFI = 0.958; IFI = 0.968; RMSEA = 0.048). The findings identified a direct negative relationship between the ego climate and the task climate. Furthermore, an inverse relationship was found between the task climate and body mass index, and a direct relationship was found between the ego climate and body mass index. Meanwhile, Mediterranean diet adherence was directly related to the task climate and negatively related to the ego climate. The main conclusions of the present study highlight the positive effects of a task-oriented motivational climate and adherence to a Mediterranean diet, with regards to body mass index. Furthermore, a task-oriented motivational climate and a lower body mass index are related to a more positive self-concept.

Emotional Intelligence, Motivational Climate and Levels of Anxiety in Athletes from Different Categories of Sports: Analysis through Structural Equations

(1) Background: Psychological factors can strongly affect the athletes’ performance. Therefore, currently the role of the sports psychologist is particularly relevant, being in charge of training the athlete’s psychological factors. This study aims at analysing the connections between motivational climate in sport, anxiety and emotional intelligence depending on the type of sport practised (individual/team) by means of a multigroup structural equations analysis. (2) 372 semi-professional Spanish athletes took part in this investigation, analysing motivational climate (PMCSQ-2), emotional intelligence (SSRI) and levels of anxiety (STAI). A model of multigroup structural equations was carried out which fitted accordingly (χ2 = 586.77; df = 6.37; p < 0.001; Comparative Fit Index (CFI) = 0.951; Normed Fit Index (NFI) = 0.938; Incremental Fit Index (IFI) = 0.947; Root Mean Square Error of Approximation (RMSEA) = 0.069). (3) Results: A negative and direct connection has been found between ego oriented climate and task oriented climate, which is stronger and more differentiated in team sports. The most influential indicator in ego oriented climate is intra-group rivalry, exerting greater influence in individual sports. For task-oriented climate the strongest indicator is having an important role in individual sports, while in team sports it is cooperative learning. Emotional intelligence dimensions correlate more strongly in team sports than in individual sports. In addition, there was a negative and indirect relation between task oriented climate and trait-anxiety in both categories of sports. (4) Conclusions: This study shows how the task-oriented motivational climate or certain levels of emotional intelligence can act preventively in the face of anxiety states in athletes. Therefore, the development of these psychological factors could prevent anxiety states and improve performance in athletes.

Improving students’ predisposition towards physical education by optimizing their motivational processes in an acrosport unit

Grounded in self-determination theory and achievement goal theory, this quasi-experimental study evaluated the effectiveness of a teaching intervention programme to improve predisposition towards physical education based on developing a task-oriented motivational climate and supporting basic psychological needs. The final sample consisted of 35 secondary education students, aged 15–17 ( M age = 15.35, SD = 0.49), divided into two groups: control ( n = 15) and experimental ( n = 20). The intervention programme was applied in the experimental group to 12 acrosport unit lessons based on motivational strategies by means of TARGET areas (i.e. Task, authority, recognition, grouping, evaluation and time). Firstly, the experimental group obtained significantly higher values in perceived support of the basic psychological needs and in the perceived task-oriented motivational climate in the acrosport unit. Secondly, this intervention was effective in generating a significant increase in predisposition towards physical education in the experimental group. Noteworthy is the need to generate interventions in different content areas that may improve students’ predisposition towards physical education, which could contribute to them adopting a more active lifestyle.

Acculturation through sport: Different contexts different meanings

Research on the role of sport as a social integrative agent for migrants has provided equivocal results. The purpose of this study was to investigate the relation between ethnic–cultural identity and sport environmental factors. Young migrant male athletes from two different societal and sport contexts were studied: migrants from Eastern European countries living in Greece (n = 60) and from Latin America living in Spain (n = 60). Participants completed measures of ethnic and cultural identity, task-oriented motivational climate, and autonomy-supportive coaching behaviour. Analysis of variance revealed that Eastern European inhabitants of Greece scored higher on fringe and assimilation, and lower on lack of interaction compared to Latin American inhabitants of Spain. In addition, for the former group, a mastery motivational climate and autonomy-supportive coaching predicted an integrative identity, whereas for the latter group, the motivational environment did not predict acculturation patterns. The results suggest that sport may serve different acculturation purposes, thus explaining to a degree the lack of consistent results regarding the integrative role of sport. The study provides preliminary support for the importance of the sport motivational environment for the facilitation of integration.

Self-efficacy moderates but collective efficacy mediates between motivational climate and athletes' well-being.

The relationship between perceived motivational climate and athletes' well-being may depend on personal resource factors such as self-efficacy beliefs which are expected to shield individuals from negative outcomes when environmental factors may not suffice to secure positive outcomes. We explored the roles of self-efficacy and collective efficacy by investigating whether they operated either as moderators or as mediators within this relationship. Study 1 was carried out among 56 athletes (basketball, volleyball, or soccer players), with a two-week follow-up, whereas Study 2 was conducted among 113 soccer players, with three measurement points (baseline, two-month follow-up, and nine-month follow-up). Their satisfaction with sport skills and performance served as an index of well-being. The findings of Study 1 indicated that general self-efficacy moderated the relationship between task-oriented motivational climate and satisfaction. Task-oriented climate predicted satisfaction only among athletes with low self-efficacy. Study 2 showed that self-efficacy moderated the link between task-oriented motivational climate and satisfaction at nine-month follow-up. In contrast, collective efficacy at two-month follow-up mediated the relationship between perceived motivational climate at baseline and satisfaction at nine-month follow-up. Athletes are at risk for lower well-being if they perceive a negative task-involving climate and if they harbor either low general self-efficacy or low personal-barrier self-efficacy.