Implicit Theories of Ability and Self-regulation Strategies in Physical Education Classes

2003 ◽  
Vol 23 (2) ◽  
pp. 141-157 ◽  
Author(s):  
YNGVAR OMMUNDSEN
Keyword(s):  
Physical Education ◽  
Implicit Theories ◽  
Self Regulation ◽  
Regulation Strategies ◽  
Implicit Theories Of Ability

scholarly journals Implicit Theories of Ability in Physical Education: Current Issues and Future Directions

2017 ◽  
Vol 36 (3) ◽  
pp. 252-261 ◽  
Author(s):  
Victoria Emily Warburton ◽  
Christopher Mark Spray
Keyword(s):  
Physical Education ◽  
Professional Practice ◽  
Implicit Theories ◽  
Future Research ◽  
Future Directions ◽  
Research Findings ◽  
Key Issues ◽  
Theory Research ◽  
Ability Beliefs ◽  
Implicit Theories Of Ability

Purpose:In light of the extensive empirical evidence that implicit theories have important motivational consequences for young people across a range of educational settings we seek to provide a summary of, and personal reflection on, implicit theory research and practice in physical education (PE).Overview:We first provide an introduction to the key constructs and theoretical propositions associated with implicit theories. We then include a brief summary of the research findings on ability beliefs in school PE, which we draw on to identify several key issues that we feel are crucial to furthering our understanding of this topic. We conclude by offering a number of ideas for future research and discuss the potential misinterpretation of implicit theories when applied to professional practice in PE.Conclusions:We argue that researchers need to address more nuanced questions around implicit theories to prevent this area of inquiry stalling. Moreover, we need to provide teachers with more specific recommendations to help them integrate theory and research into practice.

Motivation and Goal Pursuit

2012 ◽  
pp. 286-314
Author(s):  
Julie K. Norem
Keyword(s):  
Implicit Theories ◽  
Self Regulation ◽  
Goal Pursuit ◽  
Situational Factors ◽  
Goal Structure ◽  
Defensive Pessimism ◽  
Approach And Avoidance ◽  
Motivational Systems ◽  
Regulation Strategies ◽  
Implicit And Explicit

This chapter reviews motivation research that integrates person and situation perspectives. Personality and social psychologists pursue approaches to the study of human motivation that tend to be complementary and integrated, because they have had similar reactions to historical influences. Research tends to focus either on general motives, or on specific goals and goal pursuit processes. Within each focus, one can distinguish between implicit and explicit motives and goals, and approach and avoidance versions of motives and goal constructs. The chapter reviews implicit motive theory, self-determination theory, and research on goal structure, content, appraisal and pursuit. Implicit theories, life tasks, and self-regulation strategies (e.g., defensive pessimism) exemplify perspectives on motivation that integrate personal and situational factors using a functional approach. The chapter calls for further research on the relationship between implicit and explicit motivational variables, on congruence versus conflict in motivational systems, and on the integration of self-concept and motivational systems.

scholarly journals Impact of Pedometer Use and Self-Regulation Strategies on Junior High School Physical Education Students’ Daily Step Counts

2009 ◽  
Vol 6 (2) ◽  
pp. 178-184 ◽  
Author(s):  
Jane M. Shimon ◽  
Linda M. Petlichkoff
Keyword(s):  
High School ◽  
Physical Education ◽  
Junior High School ◽  
Repeated Measures ◽  
Junior High ◽  
Self Regulation ◽  
Daily Step ◽  
Step Counts ◽  
Regulation Strategies ◽  
The Impact

Background:The aim of this study was to determine the impact of pedometer use and self-regulation strategies on adolescents’ daily physical activity.Methods:Junior high school students (n = 113) enrolled in seventh- and eighth-grade physical education classes (52 girls, 61 boys) volunteered to participate in a 5-week study to assess daily step counts. Ten physical education classes were randomly assigned to 1 of 3 groups: (a) self-regulation, (b) open, and (c) control.Results:A repeated-measures, mixed-model analysis of variance revealed a significant 3 × 4 (Group by Time) interaction effect, F6,290 = 2.64, P < .02. Follow-up analyses indicated participants in the self-regulation group took 2071 to 4141 more steps/d than the control. No other significant differences emerged among groups on step counts.Conclusions:It appears that having access to and charting daily step counts (ie, self-regulatory strategies) positively influenced young adolescents to attain a higher number of steps/d.

Students’ ability beliefs about running in physical education: Qualitative findings from longitudinal data

2020 ◽  
pp. 1356336X2094990
Author(s):  
Ping Xiang ◽  
Jiling Liu ◽  
Weidong Li ◽  
Jianmin Guan
Keyword(s):  
Physical Education ◽  
Qualitative Data ◽  
Implicit Theories ◽  
Social Comparisons ◽  
Eighth Grade ◽  
Physical Education Teachers ◽  
Ability Beliefs ◽  
Task Mastery ◽  
Implicit Theories Of Ability ◽  
Over Time

Students’ ability beliefs about running activities in physical education/athletics classes were investigated longitudinally from the perspectives of Nicholls’ conceptions of ability and Dweck’s implicit theories of ability. The data for this study were provided by 44 students (20 boys; 24 girls) who participated in a larger longitudinal project on students’ running motivation in schools. They were individually interviewed from fourth to eighth grade. All interviews were tape-recorded and transcribed verbatim for inductive analysis, revealing the criteria that students used to assess their own ability in running and reasons why they believed they could improve their ability in running. Frequencies and percentages were computed to determine changes in students’ ability assessment criteria over time. Results showed that students used ability, effort, task mastery, intra-individual comparisons, and social comparisons as criteria to assess their own ability in running as they progressed from the fourth to eighth grade. However, they increasingly used social comparison in assessment as they became older. Most students believed they could improve their ability in running, suggesting that they were incremental theorists. Ability/maturation, effort, experiences, and influences from significant others were cited as contributors to their beliefs about improving running ability. This study took the first step to provide longitudinal qualitative data on students’ ability beliefs about running in physical education/athletics classes. Findings of the study revealed students became more concerned with social comparisons in their ability assessments over time and held a belief that they could improve their own running ability. The implications of these findings for physical education teachers are discussed.

Practicing Academic Independence: Self-Regulation Strategies for Students with Emotional and Behavioral Disorders

2021 ◽  
pp. 107429562110206
Author(s):  
Michele L. Moohr ◽  
Kinga Balint-Langel ◽  
Jonté C. Taylor ◽  
Karen L. Rizzo
Keyword(s):  
Behavioral Disorders ◽  
Cognitive Skills ◽  
Emotional And Behavioral Disorders ◽  
Self Regulation ◽  
Strategy Instruction ◽  
Strategy Development ◽  
Academic Learning ◽  
Self Monitoring ◽  
Regulation Strategies ◽  
And Behavior

The term self-regulation (SR) refers to a set of specific cognitive skills necessary for students to independently manage, monitor, and assess their own academic learning and behavior. Students with and at risk for emotional and behavioral disorders (EBD) often lack these skills. This article provides educators with step-by-step procedures and information on three research- or evidence-based SR strategies they can implement in their classrooms: self-regulated strategy development, self-monitoring, and strategy instruction.

French female youth and sports inspectors and the challenge of neoliberalism during the Trente Glorieuses

2021 ◽  
pp. 175774382110372
Author(s):  
Clémence Lebossé ◽  
Carine Érard ◽  
Christian Vivier
Keyword(s):  
Social Sciences ◽  
Economic Growth ◽  
Physical Education ◽  
Self Regulation ◽  
Vital Role ◽  
Economic Transformation ◽  
Human And Social Sciences ◽  
The Social ◽  
Trente Glorieuses ◽  
Psychological Dimensions

In a society where the politics of life is geared toward maximizing the physical and psychological dimensions of human capital to ensure economic growth, France’s Inspectorate for Youth and Sports played a key role in disseminating a new mode of governance of bodies and youth—a form of self-governance based on the rising neoliberal values that emerged during the period of the Trente Glorieuses. Representing a tiny minority in an essentially male bastion, a small number of women, cherry-picked for their expertise and effectiveness as inspectors, came to play a vital role in a new mode of youth governance aimed, against a backdrop of social control, at encouraging young people to assume greater self-responsibility and to take ownership of their physical education and activities. Guided by research in the human and social sciences as a basis for rethinking how physical education is taught in schools, women may be seen as key contributors to the emergence of a new ethos designed to develop the ability of French youth to adapt to the social and economic transformation of capitalist society by appealing to the psyche (superego) and self-regulation. Despite promoting a “differentialist feminism”.

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