Differences in Preschool Boys’ and Girls’ Overhand Throwing Practice Behaviors During a Mastery Motivational Climate

2020 ◽  
Vol 8 (3) ◽  
pp. 580-588
Author(s):  
Jerraco L. Johnson ◽  
Peter A. Hastie ◽  
Mary E. Rudisill ◽  
Danielle Wadsworth
Keyword(s):  
Preschool Children ◽  
Gender Stereotypes ◽  
Motivational Climate ◽  
Skill Level ◽  
Practice Behaviors ◽  
Overhand Throwing ◽  
Number Of Visits ◽  
Preschool Boys ◽  
Mastery Motivational Climate ◽  
Practice Time

The purpose of this study was to determine the extent to which preschool boys’ and girls’ gender and skill level relate to their throwing practice behaviors during a mastery motivational climate intervention. Fifty-four preschool children (24 boys, 30 girls) participated in a 7-week FMS intervention. Children’s practice behaviors (number of visits, total time, and total trials) at the overhand throwing station were video recorded during each session. A series of unpaired Welch assessments were run to determine if there were differences in practice behaviors across the intervention based on gender and initial skill level. Results indicated significant differences in practice time and trials based on gender and skill level, but no differences in the number of visits. It appears that throwing gender stereotypes perhaps may be related to practice behaviors for young children. Interventions should consider ways to make throwing more enticing for young girls and less skilled children to encourage practice and enhance learning.

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 Knowledge Hiding Behaviors and Team Creativity: The Contingent Role of Perceived Mastery Motivational Climate

SAGE Open ◽  
2019 ◽  
Vol 9 (3) ◽  
pp. 215824401987629 ◽  
Author(s):  
Muhammad Waseem Bari ◽  
Muhammad Abrar ◽  
Sadia Shaheen ◽  
Mohsin Bashir ◽  
Meng Fanchen
Keyword(s):  
Absorptive Capacity ◽  
Structural Equation ◽  
Time Lag ◽  
Negative Relationship ◽  
Motivational Climate ◽  
Equation Modeling ◽  
Future Research ◽  
Team Creativity ◽  
Mastery Motivational Climate ◽  
Knowledge Hiding

The present study explains how different factors of knowledge hiding (e.g., evasive, playing dumb, and rationalized) influence on team creativity. Drawn on social exchange theory, the present study theorizes that factors of knowledge hiding have a negative relationship with team creativity, and absorptive capacity mediates this relationship. In addition, the perceived mastery motivational climate (PMMC) as a moderator attenuates the negative relationship between factors of knowledge hiding and team creativity. Study 1, an investigation (through the experience sampling method) from 41 participants of social media, confirms the existence of knowledge hiding practices in Pakistan. Study 2 applied a partial least squares, structural equation modeling approach on randomly selected time lag data of 282 respondents from state-owned universities of Pakistan. Results show that evasive hiding and playing dumb have a significant negative relationship with team creativity; however, rationalized hiding does not affect significantly on team creativity. The absorptive capacity also does not mediate the relationship between factors of knowledge hiding and team creativity. The PMMC attenuates the negative influence of evasive hiding and playing dumb on team creativity; however, the PMMC does not moderate the influence of rationalized hiding on team creativity. The implications and future research directions are discussed in the last section of this study.

Validity of a Non-Projective Anxiety Scale for Preschool Children

1977 ◽  
Vol 41 (1) ◽  
pp. 212-214
Author(s):  
Niki Hollembeak ◽  
E. Peter Johnsen ◽  
D. B. Tracy
Keyword(s):  
Preschool Children ◽  
Test Performance ◽  
Correlation Coefficients ◽  
Anxiety Scale ◽  
Situational Factors ◽  
Maternal Anxiety ◽  
Teaching Staff ◽  
State Trait Anxiety Inventory ◽  
Scale Scores ◽  
Preschool Boys

This study attempted to validate the Anxiety Scale, an individual test of anxiety for preschool children, by relating test performance to adults' ratings and maternal anxiety. 45 preschool boys and girls were administered the Anxiety Scale while ratings of anxiety were collected by the teaching staff; maternal anxiety was assessed by administering the A-Trait section of the State-Trait Anxiety Inventory. Correlation coefficients between Anxiety Scale scores, ratings of anxiety, and A-Trait scores were nonsignificant. Findings were discussed in terms of situational factors and parent-child roles.

Motivation in Physical Activity Contexts: The Relationship of Perceived Motivational Climate to Intrinsic Motivation and Self-Efficacy

1998 ◽  
Vol 20 (3) ◽  
pp. 264-280 ◽  
Author(s):  
Maria Kavussanu ◽  
Glyn C. Roberts
Keyword(s):  
Intrinsic Motivation ◽  
Goal Orientation ◽  
Self Efficacy ◽  
Motivational Climate ◽  
Future Research ◽  
Ability Perceptions ◽  
Perceived Motivational Climate ◽  
Mastery Motivational Climate ◽  
Relationship Of ◽  
The Relationship

This study examined the relationship between perceived motivational climate and intrinsic motivation and self-efficacy and determined the role of goal orientation and perceived motivational climate in predicting intrinsic motivation and self-efficacy. College students (N= 285) enrolled in beginning tennis classes completed a battery of questionnaires assessing perceived motivational climate, goal orientation, intrinsic motivation, self-efficacy, and perceived ability. Perceptions of mastery climate were positively associated with enjoyment, effort, perceived competence, and self-efficacy and were inversely related to tension. In males, dispositional goal orientation and perceived motivational climate emerged as equally important predictors of intrinsic motivation, while mastery motivational climate was the only significant predictor of self-efficacy. In females, performance motivational climate was the strongest predictor of intrinsic motivation and self-efficacy. Perceived normative ability accounted for a substantial amount of unique variance in intrinsic motivation and self-efficacy in both males and females. The motivational implications of the findings are discussed, and directions for future research are provided.

Preschoolers’ Physical Activity Participation Across a Yearlong Mastery-Motivational Climate Intervention

2017 ◽  
Vol 88 (3) ◽  
pp. 339-345 ◽  
Author(s):  
Danielle D. Wadsworth ◽  
Mary E. Rudisill ◽  
Peter A. Hastie ◽  
Jacqueline M. Irwin ◽  
Mynor G. Rodriguez-Hernandez
Keyword(s):  
Physical Activity ◽  
Motivational Climate ◽  
Physical Activity Participation ◽  
Activity Participation ◽  
Mastery Motivational Climate
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