A meta-analytic review of the approach-avoidance achievement goals and performance relationships in the sport psychology literature

The use of fitness testing is a practical means for measuring components of health-related fitness, but there is currently substantial debate over the motivating effects of these tests. Therefore, the purpose of this study was to examine the cross-fertilization of achievement and friendship goal profiles for early adolescents involved in the Progressive Aerobic Cardiovascular Endurance Run (PACER). Participants were 214 middle school students who reported their achievement goals, social goals, and preparation effort toward a PACER test. Performance was also examined. Confirmatory factor analysis supported the six-factor approach–avoidance model. Cluster analysis highlighted three distinct profiles. The high-goals profile group reported significantly higher amounts of effort put forth in preparation for the PACER test. Our findings suggest that the cross-fertilization of approach and avoidance achievement and social goals can provide important information about effort and performance on fitness testing in middle school physical education.

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Athlete–Coach Conflict and a Sport Psychologist Caught in the Middle: A Case Study of Consultancy During Athlete Preparation and Performance in Olympic Games Athletics

The Sport Psychologist ◽

10.1123/tsp.2020-0018 ◽

2021 ◽

Vol 35 (1) ◽

pp. 30-42

Author(s):

Jonathan R. Males ◽

John H. Kerr ◽

Joanne Hudson

Keyword(s):

Sport Psychology ◽

Elite Athlete ◽

Olympic Games ◽

Theoretical Perspective ◽

Demand Model ◽

Personal Experiences ◽

Basic Performance ◽

Sport Psychologist ◽

And Performance

This case study examines the personal experiences of an elite athlete, coach, and sport psychology consultant (SPC) during the athlete’s preparation and performance in a recent Olympic Games. The qualitative research details how the consultancy process was affected by the athlete’s late admission of the deteriorating relationship with his coach. The concepts of closeness, commitment, complementarity, and co-orientation provided a theoretical perspective to the SPC’s interpretation of athlete performance and the interpersonal conflict that developed between athlete and coach. The basic performance demand model provided an applied perspective. The SPC’s commentary adopts a reflexive discursive style that also focuses on the SPC’s role in the consultancy process and the effectiveness of the performance demand model materials. Five important recommendations arise from the case study, and these might inform other SPCs’ future athlete–coach consultancies and interventions.

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Setting Lower Limits High: The Role of Boundary Goals in Achievement Motivation

10.31234/osf.io/58p6y ◽

2017 ◽

Author(s):

Katherine S. Corker ◽

Brent Donnellan

Keyword(s):

Achievement Motivation ◽

Achievement Goals ◽

Lower Boundary ◽

Opposite Pattern ◽

And Performance ◽

Mastery Avoidance ◽

Approach Goals ◽

Avoidance Goals ◽

Lower Limits ◽

Mastery Approach

Boundary goals specify the minimum performance level that an individual must attain to subjectively experience success. The current research integrates boundary goals into the hierarchical model of achievement motivation (A. Elliot, 2006) by positing that boundary goals are a sub-goal in the goal hierarchy. We predicted that performance approach goals would be associated with higher boundary goals, whereas performance avoidance goals would be associated with lower boundary goals. We further predicted that boundary goals would mediate the association between achievement goals and performance, independent of other target goals (i.e., levels of aspiration). We also evaluated whether boundary goals served a similar role in explaining associations between mastery goals and performance. We tested these predictions by tracking the performance of 347 college students across the semester. As predicted, performance approach goals were positively associated with boundary goals (beta = .32) whereas performance avoidance goals were negatively associated with boundary goals (beta = -.11). Further, we found that mastery approach goals had positive associations with boundary goals (beta = .29) whereas the opposite pattern occurred for mastery avoidance goals (beta = -.25). Boundary goals were positively linked to exam scores (beta = .32) and mediated the associations between performance approach, mastery approach, and mastery avoidance goals and grades. These statistical effects were independent of the effects of level of aspiration. In short, boundary goals seem to play an important role in the achievement motivation process and may therefore serve as a potentially useful focus for interventions.

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Relationship Between Achievement Goals, Meta-Cognition And Academic Success In Pakistan

Journal of College Teaching & Learning (TLC) ◽

10.19030/tlc.v6i5.1141 ◽

2009 ◽

Vol 6 (5) ◽

Cited By ~ 1

Author(s):

Muhammad Sarwar ◽

Muhammad Imran Yousuf ◽

Shafqat Hussain ◽

Shumaila Noreen

Keyword(s):

Academic Achievement ◽

Academic Success ◽

Achievement Goals ◽

Department Of Education ◽

Performance Goals ◽

Mastery Goals ◽

And Performance ◽

Education Academic ◽

The University ◽

The Relationship

The research was the replication of the study done by Coutinho (2006) and it aimed at finding the relationship between achievement goals, meta-cognition and academic success. Achievement goals were further divided into two types: mastery and performance. The participants were 119 students enrolled in M. A. Education, Department of Education at the University of Sargodha. The questionnaire used in the original study, along with Urdu translation, was administered to the participants. The questionnaire consisted of three sections measuring mastery goals, performance goals, and meta-cognition, respectively. The academic achievement record was taken from the Office of Department of Education. Academic achievement was taken as marked and obtained at the Matric, Intermediate, Bachelors, and M.A. levels. It was concluded there is no significant correlation between mastery goals and academic achievement. Similarly, there was no significant correlation between performance goals and academic achievement at Matric, Intermediate and Bachelor levels. However, negative correlation was observed between performance goals and achievement at the masters level. The researchers found no significant relationship between meta-cognition and academic achievement at all levels and there were no significant gender differences in mastery goals, performance goals and meta-cognition.

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Applying Social Psychological Perspectives to the Sport Psychology Consulting Process

The Sport Psychologist ◽

10.1123/tsp.11.1.107 ◽

1997 ◽

Vol 11 (1) ◽

pp. 107-119 ◽

Cited By ~ 10

Author(s):

Robert J. Brustad ◽

Michelle Ritter-Taylor

Keyword(s):

Sport Psychology ◽

Social Contexts ◽

Social Psychological ◽

Individual Level ◽

The Social ◽

Clinical And Counseling Psychology ◽

And Performance ◽

The Individual ◽

Disordered Eating Patterns ◽

Applied Sport Psychology

Psychological processes in sport are inextricably linked to the social contexts within which they occur. However, research and practice in applied sport psychology have shown only marginal concern for the social dimensions of participation. As a consequence of stronger ties to clinical and counseling psychology than to social psychology, the prevailing model of intervention in applied sport psychology has been individually centered. Focus at the individual level has been further bolstered by cognitive emphases in modem psychology. The purpose of this paper is to highlight the need for a balanced consideration of social and personal influences. Four social psychological dimensions of interest will be explored, including athletic subculture membership; athletic identity concerns; social networks of influence; and leadership processes. The relevance of these forms of influence will be examined in relation to applied concerns in the areas of athlete academic performance, overtraining and burnout, and disordered eating patterns. At minimum, consultants need to address contextual and relational correlates of psychological and performance issues.

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Leader-Member Exchange (LMX) and Performance: A Meta-Analytic Review

Personnel Psychology ◽

10.1111/peps.12100 ◽

2015 ◽

Vol 69 (1) ◽

pp. 67-121 ◽

Cited By ~ 213

Author(s):

Robin Martin ◽

Yves Guillaume ◽

Geoff Thomas ◽

Allan Lee ◽

Olga Epitropaki

Keyword(s):

Leader Member Exchange ◽

Analytic Review ◽

Member Exchange ◽

And Performance

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Antecedents of Approach-Avoidance Achievement Goal Adoption in Physical Education: A Longitudinal Perspective

Journal of Teaching in Physical Education ◽

10.1123/jtpe.28.2.214 ◽

2009 ◽

Vol 28 (2) ◽

pp. 214-232 ◽

Cited By ~ 11

Author(s):

Victoria E. Warburton ◽

Christopher M. Spray

Keyword(s):

Physical Education ◽

Achievement Goals ◽

Implicit Theories ◽

Critical Time ◽

Perceived Competence ◽

Achievement Goal ◽

Approach Avoidance ◽

Goal Adoption ◽

Mastery Avoidance ◽

Avoidance Goals

The purpose of this study was to examine the temporal pattern of pupils’ approach-avoidance achievement goal adoption in physical education across Key Stage 3 of secondary school. Moreover, we determined the predictive utility of implicit theories of ability and perceived competence in explaining change in achievement goals, along with the moderating influence of pupils’ year group. On four occasions, over a 9-month period, 511 pupils in Years 7, 8, and 9 completed measures of perceived competence, incremental and entity beliefs, and approach-avoidance goals. Mastery-approach, mastery-avoidance, and performance-avoidance goals exhibited a linear decline over time, whereas performance-approach goals showed no significant change. Theoretical propositions regarding the antecedents of approach-avoidance goal adoption were supported. Year group was found to moderate a number of these antecedent-goal relationships. Results suggest that Year 7 is a critical time for adolescents’ motivation in school physical education.

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