A longitudinal examination of the influence of winning or losing with motivational climate as a mediator on enjoyment, perceived competence, and intention to be physically active in youth basketball

2021 ◽  
pp. 1-14
Author(s):  
María T. Morales-Belando ◽  
Jean Côté ◽  
José L. Arias-Estero
Keyword(s):  
Perceived Competence ◽  
Motivational Climate ◽  
Physically Active ◽  
Longitudinal Examination

Motivational Climate, Psychological Responses, and Motor Skill Development in Children’s Sport: A Field-Based Intervention Study

1995 ◽  
Vol 17 (3) ◽  
pp. 294-311 ◽  
Author(s):  
Marc Theeboom ◽  
Paul De Knop ◽  
Maureen R. Weiss
Keyword(s):  
Intrinsic Motivation ◽  
Motor Skill ◽  
Skill Development ◽  
Perceived Competence ◽  
Motivational Climate ◽  
Traditional Group ◽  
Motor Skill Development ◽  
Positive Experiences ◽  
Mastery Motivational Climate ◽  
Depth Interviews

Recent research in educational psychology suggests that provision of a mastery motivational climate will maximize enjoyment, perceived competence, and intrinsic motivation in children (Ames, 1992a, 1992b, 1992c). Minimal research has been conducted to test this proposition in the physical domain. The purpose of this study was to examine the effectiveness of a performance versus mastery oriented teaching program on children’s enjoyment, perceived competence, intrinsic motivation, and motor skill development. Children (N = 119) 8 to 12 years of age were randomly assigned to one of the two programs for 3 weeks during an organized sports program. Results revealed that children in the mastery oriented group reported significantly higher levels of enjoyment and exhibited better motor skills than those in the performance oriented group. In-depth interviews further indicated that children in the mastery program were almost unanimous in reporting high levels of perceived competence and intrinsic motivation, while those from the traditional group showed less pronounced effects. These results provide empirical evidence that a mastery motivational climate can result in more positive experiences for young athletes as they learn new skills.

scholarly journals Autonomy support, motivational climate, enjoyment and perceived competence in physical education: Impact of a hybrid teaching games for understanding/sport education unit

2018 ◽  
Vol 26 (1) ◽  
pp. 36-53 ◽  
Author(s):  
Alexander Gil-Arias ◽  
Fernando Claver ◽  
Alba Práxedes ◽  
Fernando Del Villar ◽  
Stephen Harvey
Keyword(s):  
Physical Education ◽  
Direct Instruction ◽  
Autonomy Support ◽  
Perceived Competence ◽  
Motivational Climate ◽  
Sport Education ◽  
Teaching Games For Understanding ◽  
Hybrid Teaching ◽  
The Impact ◽  
Instruction Model

The purpose of the study was to investigate the impact of a hybrid teaching games for understanding (TGfU) and sport education (SE) physical education unit on autonomy support, perceived motivational climate, enjoyment and perceived competence, in comparison to a unit delivered via a traditional direct instruction model. A crossover design was utilized. Participants were 55 students divided into two groups. One group experienced a hybrid TGfU/SE unit first, followed by a unit of direct instruction. A second group experienced the units in the opposite order. The hybrid unit was designed according to the characteristics of SE (e.g. formal competition, seasons, team identity, roles, etc.) and learning tasks were designed to integrate the pedagogical principles of TGfU. Dependent variables were measured using validated questionnaires. Results showed that regardless of the order of intervention, students in the two groups reported significantly higher mean scores in interest in athletes’ input, praise for autonomous behavior, perceived competence, and enjoyment when they were taught using the hybrid TGfU/SE unit. The results demonstrate some initial evidence that a teacher’s employment of a hybrid TGfU/SE unit can encourage students to assume responsibilities and make independent decisions, which leads to them reporting greater enjoyment and perceived competence when compared to physical education lessons delivered via a traditional direct instruction model.

scholarly journals Expectancy-Value Model Related to Physical Activity Behaviors in Chilean and Spanish Adolescents

2020 ◽  
Vol 17 (21) ◽  
pp. 8219
Author(s):  
Laura O. Gallardo ◽  
Alberto Abarca-Sos ◽  
Alberto Moreno Doña
Keyword(s):  
Physical Activity ◽  
Structural Equation ◽  
Structural Equation Models ◽  
Perceived Competence ◽  
Group Model ◽  
Physically Active ◽  
Expectancy Value ◽  
Essential Variable ◽  
Value Model ◽  
Weight Teasing

The purpose of the study is to comparatively test the expectancy-value model in Chilean and Spanish samples. The model proposes: a social world (composed of social support, physical activity teasing, and weight teasing), expectancy (composed of perceived competence and appearance), task values (composed of enjoyment and stress) to predict physical activity and intention to be physically active. Participants were 497 (Chilean) and 1365 (Spanish) adolescents. Structural equation models and multi-group modelling were used. All the models presented adequate fit to the data. The results show that physical activity teasing is a contextual and essential variable; perceived competence and enjoyment influenced physical activity and intentions to be physically active; some differences appeared in the prediction of physical activity and intentions to be physically active when the multi-group model was run. Culturally tailored interventions are key to improving physical activity (PA) behaviors.

Perceptions of the Motivational Climate, Perceived Competence, and Participation Behaviors of Children with Movement Difficulties in Physical Education

2006 ◽  
Vol 23 (3) ◽  
pp. 293-309 ◽  
Author(s):  
Janice Causgrove Dunn ◽  
John G.H. Dunn
Keyword(s):  
Physical Education ◽  
Perceived Competence ◽  
Motivational Climate ◽  
Adaptive Behaviors ◽  
Hierarchical Regression ◽  
Maladaptive Behaviors ◽  
Regression Analyses ◽  
Movement Difficulties ◽  
Perceived Motivational Climate ◽  
A Performance

The main purpose of this study was to examine the relationships among perceived competence, perceived motivational climate, and participation behaviors of children with movement difficulties (MD) in physical education. Behaviors of 65 children with MD and 65 matched peers without MD from Grades 4-6 were observed and coded. A MANOVA revealed significant differences between the two groups in the proportions of adaptive and maladaptive behaviors. Hierarchical regression analyses indicated a tendency for participants with MD with higher self-reported perceptions of competence to spend proportionally more time engaged in adaptive behaviors and less time engaged in maladaptive behaviors. Significant interactions revealed that the effect of self-reported perceptions of a performance climate on participation was conditional upon perceived competence levels.

scholarly journals Gender, perceived competence and the enjoyment of physical education in children: a longitudinal examination

2012 ◽  
Vol 9 (1) ◽  
pp. 26 ◽  
Author(s):  
John Cairney ◽  
Matthew YW Kwan ◽  
Scott Velduizen ◽  
John Hay ◽  
Steven R Bray ◽  
...  
Keyword(s):  
Physical Education ◽  
Perceived Competence ◽  
Longitudinal Examination

scholarly journals Predicción de la intención de ser físicamente activo del alumnado de Educación Física: un modelo mediado por la necesidad de novedad (Prediction of physical education students’ intention to be physically active: A model mediated by the need for novelty)

Retos ◽  
2019 ◽  
pp. 442-448
Author(s):  
Carlos Fernández-Espínola ◽  
Bartolomé J. Almagro ◽  
Javier A. Tamayo Fajardo
Keyword(s):  
Physical Education ◽  
Intrinsic Motivation ◽  
School Context ◽  
Psychological Needs ◽  
Motivational Climate ◽  
Physical Education Teachers ◽  
First Year ◽  
Education Students ◽  
Physically Active ◽  
Physical Education Students

El objetivo del estudio fue analizar el rol que puede ejercer la necesidad de novedad en la motivación humana, testando un modelo en el que se relacionaba el clima motivacional que implica a la tarea con la necesidad de novedad, la motivación intrínseca y la intención de ser físicamente activo. Se utilizó una muestra de 732 estudiantes que cursaban de 1º de ESO a 1º de Bachillerato y con una edad media de 13.92. Se emplearon el factor clima tarea del cuestionario de Medida de las Estrategias Motivacionales en las clases de Educación Física, el factor novedad de la Escala de Medición de las Necesidades Psicológicas Básicas, el factor motivación intrínseca de la Escala del Locus Percibido de Causalidad en Educación Física y la Escala de Intención de ser Físicamente Activo. Los resultados del modelo mostraron que el clima motivacional que implica a la tarea predijo positivamente la necesidad novedad, la cual predijo positivamente la motivación intrínseca y ejerció un rol mediador entra ambas. Finalmente, la motivación intrínseca predijo de forma positiva la intención de ser físicamente activo. En conclusión, este estudio ha mostrado que la propuesta de tareas, metodologías y materiales novedosos por parte del docente de Educación Física, podrían aumentar los niveles de motivación autodeterminados en el alumnado y, en consecuencia, incrementar su intención de practicar actividad física fuera del contexto escolar en un futuro.Abstract. The aim of this study was to analyze the role that novelty need can play on human motivation. For that purpose, a model that linked task-involving motivational climate, novelty need, intrinsic motivation, and intention to be physically active, was tested. A sample of 732 students enrolled from the first year of Secondary School to the first year of Baccalaureate (five courses), with mean age of 13.92 years, participated in the study. The mastery climate factor from the Measurement of Motivational Strategies in Physical Education Classes Questionnaire, the novelty factor from the Psychological Needs in Exercise Scale, the intrinsic motivation factor from the Perceived Locus of Causality Scale, and the Intention to be Physically Active Scale, were used. The model outcomes showed that task-involving motivational climate positively predicted novelty need, which positively predicted intrinsic motivation and played the role of mediator between the two of them. Finally, intrinsic motivation positively predicted intention to be physically active. In conclusion, this study has shown that Physical Education teachers’ proposal of novel tasks, methodologies, and materials, could increase self-determined levels of motivation in students and, consequently, their intention to practice physical activity outside the school context in the future.

Sign in / Sign up

Export Citation Format

Share Document