Uncovering the Nexus Between Cooperative Learning Contexts and Achievement Goals in Physical Education

2021 ◽  
pp. 003151252110168
Author(s):  
Sergio Rivera-Pérez ◽  
Javier Fernandez-Rio ◽  
Damián Iglesias Gallego
Keyword(s):  
Physical Education ◽  
Cooperative Learning ◽  
Achievement Goals ◽  
Positive Association ◽  
Learning Climate ◽  
Learning Context ◽  
Cross Sectional ◽  
Learning Contexts ◽  
Ex Post ◽  
Approach Goals

Cooperative learning is a pedagogical framework extensively used in educational contexts worldwide, but some scholars warn that we do not know much about how its claimed outcomes are delivered. The aim of this study was to uncover the connections between cooperative learning contexts and students’ task and self-approach goals in physical education. We hypothesized that those students who perceived a stronger cooperative learning context in their classes would also show higher task and self-approach goals. A total of 1328 students (648 females and 680 males) from three different educational stages: primary education (n = 584), secondary education (n = 550) and baccalaureate (n = 194), agreed to participate. Participants’ ages ranged between 10 and 20 years ( M = 13.11; SD = 2.45). An ex-post-facto, cross-sectional research design was followed. Results showed a direct and significant connection between high-perceived cooperative learning contexts and high students’ task and self-approach goals. The odds ratio tests verified this positive association, indicating a 4-times greater probability for students who perceived a strong cooperative learning context in the classroom of having high task and self-approach goals. In the same line, we observed that, as the perception of a cooperative learning context increased, task and self-approach goals also increased. This means that a small change in the class context to make it more cooperative had an impact on the students’ achievement goals. Teachers should try to create class contexts where students perceive a strong cooperative learning climate, because it has been connected to adaptive motivational patterns, task and self-approach goals, and these are associated with positive outcomes.

Cooperative learning and approach goals in physical education: The discriminant role of individual accountability

2021 ◽  
Vol 26 (1) ◽  
pp. 78-85
Author(s):  
Sergio Rivera Pérez ◽  
Benito León del Barco ◽  
Jerónimo J. González Bernal ◽  
Damián Iglesias Gallego
Keyword(s):  
Physical Education ◽  
Cooperative Learning ◽  
Approach Goals ◽  
Individual Accountability

Achievement Goals, Social Goals, and Students’ Reported Persistence and Effort in High School Physical Education

2006 ◽  
Vol 25 (1) ◽  
pp. 58-74 ◽  
Author(s):  
Jianmin Guan ◽  
Ping Xiang ◽  
Ron McBride ◽  
April Bruene
Keyword(s):  
High School ◽  
Physical Education ◽  
Achievement Goals ◽  
Social Goals ◽  
High School Physical Education ◽  
And Performance ◽  
Mastery Avoidance ◽  
Approach Goals ◽  
Avoidance Goals ◽  
The Relationship

This study examined the relationship between achievement goals and social goals and explored how students’ achievement goals and social goals might affect their reported persistence and effort expended toward physical education in high school settings. Participants were 544 students from two high schools in the southwest U.S. Multiple regression analysis revealed that social responsibility goals represented the greatest contributor to students’ expenditure of persistence and effort toward physical education. This was followed by mastery-approach goals, mastery-avoidance goals, and performance-approach goals. In addition, girls reported significantly higher values on both social-relationship goals and responsibility goals than did boys. Findings revealed that students had multiple goals for wanting to succeed in physical education; using both achievement goals and social goals when studying student motivation and achievement in high school physical education settings is recommend.

scholarly journals Incidence of the Flipped Classroom in the Physical Education Students’ Academic Performance in University Contexts

2018 ◽  
Author(s):  
Francisco Javier Hinojo Lucena ◽  
Ángel Custudio Mingorance Estrada ◽  
Juan Manuel Trujillo Torres ◽  
Inmaculada Aznar Díaz ◽  
María Pilar Cáceres Reche
Keyword(s):  
Academic Performance ◽  
Physical Education ◽  
Flipped Classroom ◽  
Simple Random Sampling ◽  
Control Group ◽  
Learning Context ◽  
Education Students ◽  
Physical Education Students ◽  
Ex Post ◽  
Ex Post Facto

This research analyzes the Physical Education students’ degree of academic performance with the incorporation of active methodologies, specifically the flipped classroom mixed learning, restricted to evaluation periods in the months of June and September. The study focuses on whether there are significant differences in this variable through the scores obtained. Through a simple random sampling, 131 students participated in this empiric-analytic research, using an ex-post-facto study with a retrospective design with quasi control group. A robust test of averages comparison, multiple linear regressions and an evaluation of the relative importance of predictors is conducted. The results show how flipped classroom methodology linearly and positively influences academic performance and correlationally motivation and support. As main conclusion, in a hybrid and digitalized learning context, the value of the consideration of active methodologies (flipped classroom) based on emerging pedagogies, allows improving students’ achievement and competence development, providing critical, significant, ubiquitous, transformational and especially motivating experiences.

scholarly journals ¿Y si toda la innovación no es positiva en Educación Física? Reflexiones y consideraciones prácticas (Is innovation always positive in Physical Education? Reflections and practical considerations)

Retos ◽  
2019 ◽  
pp. 579-587
Author(s):  
Ángel Pérez Pueyo ◽  
David Hortigüela Alcalá
Keyword(s):  
Physical Education ◽  
Cooperative Learning ◽  
Scientific Evidence ◽  
The Body ◽  
Cross Sectional ◽  
Positive Effects ◽  
Current Trends ◽  
True Purpose ◽  
The Cross ◽  
Aprendizaje Cooperativo

En la actualidad la innovación parece querer inundarlo todo, pero que algo sea nuevo no implica que tenga efectos positivos en el aula. Este artículo surge de la necesidad de pararse a pensar y reflexionar sobre las tendencias actuales de Educación Física que no parece estar permitiéndole avanzar e, incluso, ir en contra de sus verdaderos fines y esencia. A partir de las evidencias científicas que los sustentan, se han planteado cinco aspectos de práctica habitual en nuestra área sobre los que reflexionar: (1) La gamificación mal entendida; (2) la utilización indiscriminada de las APPs: (3) el aprendizaje cooperativo mal enfocado; (4) la verdadera motivación; (5) las evidencias en el aprendizaje del alumnado. Ante esto, se dan diferentes soluciones prácticas basadas en el uso de la evaluación formativa y compartida y el uso transversal de lo corporal. Finalmente se plantean consideraciones a modo de conclusión, no con la intención de ofrecer recetas, sino reflexiones con base científica con el fin de contribuir a una mejor Educación Física. Abstract. Currently, innovation seems to be spreading uncontrollably everywhere; however, just because something is new it does not necessarily imply that it also has positive effects in the classroom. This article arises from the need to stop, think, and reflect on current trends in Physical Education, which at times seem to be more an obstacle to its progress to the extent that they may even work against its true purpose and essence. Based on scientific evidence, five common practice aspects to reflect upon in our field have been proposed: (1) Misunderstood gamification; (2) indiscriminate use of APPs: (3) poorly focused cooperative learning; (4) true motivation; and (5) evidences of students’ learnings. Different practical solutions based on the use of formative and shared evaluation and the cross-sectional use of the body were proposed. Finally, considerations were presented as a conclusion; however, they are intended to offer any formulae, but rather scientifically supported reflections aiming at contributing to the enhancement of Physical Education.

scholarly journals Achievement goals model validation: Is the 2X2 better than the Trichotomous?

2021 ◽  
Vol 10 (1) ◽  
pp. 142
Author(s):  
Bilson Simamora ◽  
Elisabeth Vita Mutiarawati
Keyword(s):  
Achievement Motivation ◽  
Achievement Goals ◽  
Longitudinal Research ◽  
Goal Orientations ◽  
Cross Sectional ◽  
New Students ◽  
And Performance ◽  
Approach Goals ◽  
Avoidance Goals ◽  
Mastery Approach

<span>Achievement motivation evolved fast in the educational field. In this development, the trichotomous and the 2X2 models received myriad attention from the educational specialist. However, there is a debate about which is better between the two models. This study aimed to intercede this debate and argue that the study's duration should be accounted for in the validation. Approach goals should dominate new students' achievement goals, and old students' achievement goals will show the balance of approach and avoidance goals. For these reasons, this study gathers the data from 350 new students and 203 old students. Confirmatory factor analysis reveals that the trichotomous is the best model for new student segments. While for the old student segment, the 2X2 model shows its efficacy. Therefore, for the new students' segment, achievement goals consist of mastery-approach, performance-approach, and performance-avoidance goals. For the old students, besides those three-goal orientations, mastery-avoidance goals are also included. As expected, the independent sample t-test shows that new students have higher mastery-approach and performance-approach goals than old students have. Self-efficacy is more influential in the new than old student segments, as shown by simple linear regression. This study is still stuck to a single cross-sectional design. Further research can utilize longitudinal research with segmental-based analysis and pay attention to gender, major, social class, or other potential moderation variables.</span>

Achievement Goals and Their Relations to Self-Reported Persistence/Effort in Secondary Physical Education: A Trichotomous Achievement Goal Framework

2008 ◽  
Vol 27 (2) ◽  
pp. 179-191 ◽  
Author(s):  
Bulent Agbuga ◽  
Ping Xiang
Keyword(s):  
Physical Education ◽  
Achievement Goals ◽  
Predictive Power ◽  
Empirical Support ◽  
Achievement Goal ◽  
Mastery Goals ◽  
8Th Graders ◽  
And Performance ◽  
Approach Goals ◽  
Avoidance Goals

Guided by the trichotomous achievement goal framework, the current study examined mastery, performance-approach, and performance-avoidance goals and their relations to self-reported persistence/effort among Turkish students in secondary physical education. Two hundred twenty-nine students in grades 8 and 11 completed questionnaires assessing their achievement goals and self-reported persistence/effort in secondary physical education. Results of this study revealed that 8th-graders scored significantly higher than 11th-graders on performance-approach goals and self-reported persistence/effort. Mastery goals and performance-approach goals emerged as significant positive predictors of students’ self-reported persistence/effort, but their predictive power varied by grade. Overall, results of this study provide empirical support for the trichotomous achievement goal framework in the context of secondary school physical education.

scholarly journals Effects of an 8-Week Cooperative Learning Intervention on Physical Education Students’ Task and Self-Approach Goals, and Emotional Intelligence

2020 ◽  
Vol 18 (1) ◽  
pp. 61
Author(s):  
Sergio Rivera-Pérez ◽  
Javier Fernandez-Rio ◽  
Damián Iglesias Gallego
Keyword(s):  
Emotional Intelligence ◽  
Physical Education ◽  
Cooperative Learning ◽  
Social And Emotional Learning ◽  
Emotional Learning ◽  
Assessment Tools ◽  
Education Students ◽  
Social And Emotional ◽  
Learning Intervention ◽  
Approach Goals

Previous research highlighted the effectiveness of cooperative learning in the four learning domains: physical, cognitive, social and affective. However, recent reviews have called for more empirical research on social and emotional learning based on contemporary theories, frameworks and assessment tools. Little is known about the links between cooperative learning and two strong contemporary frameworks: the achievement goal theory and the four-branch model of emotional intelligence. The goal of this study was to assess the connections between cooperative learning, task and self-approach goals, and emotional intelligence in physical education classes. Forty primary education students (21 girls, 19 boys), 10–12 years (Mage = 10.87; SD = 0.85), enrolled in two different classes in only one school, participated. None of them had experienced cooperative learning as a pedagogical model before. The study followed a one group, pre-test-post-test, pre-experimental design. Both classes experienced the same cooperative learning intervention programme conducted in physical education, which included two consecutive learning units for a total of 16 sessions (2 per week/50 min each). The same physical education teacher, an expert in cooperative learning, conducted all sessions. Results showed that the cooperative learning framework helped increase students’ self-approach goals and their emotional control and regulation, and empathy. In conclusion, the present study reinforced the use of cooperative learning in physical education, because it can guide students to more adaptive motivational patterns and to develop their emotional intelligence. Furthermore, it contributes to the students’ social and emotional learning building quality relationships, learning to manage stressors, and evolve individually and in groups.

scholarly journals The relationships between the 3 × 2 achievement goal model and test anxiety in Physical Education

2020 ◽  
pp. 1356336X2097132
Author(s):  
Sarah Danthony ◽  
Nicolas Mascret ◽  
François Cury
Keyword(s):  
Physical Education ◽  
Test Anxiety ◽  
Perceived Control ◽  
Achievement Goals ◽  
Achievement Goal ◽  
Goal Model ◽  
General Test ◽  
Approach Goals ◽  
Avoidance Goals ◽  
Negative Factors

The aim of the present study was to investigate the predictive role of the 3 × 2 achievement goal model on test anxiety in the specific context of Physical Education (PE). Four hundred and eighty-six French students (mean age = 15.83, standard deviation = 1.20) voluntarily and anonymously filled out the Revised Test Anxiety and Regulatory Dimension of Anxiety in Physical Education scale (RTAR-PE) assessing test anxiety in PE and the Achievement Goal Questionnaire for Sport (AGQ-S) assessing the six achievement goals. The results showed that task-avoidance and self-avoidance goals positively predicted the four negative factors of test anxiety (worry, self-focus, bodily symptoms, somatic tension), while task-approach and self-approach goals negatively predicted them. It was the opposite for perceived control, which is the positive factor of test anxiety. Contrary to academic general test anxiety, other-avoidance goals did not positively predict the negative factors of test anxiety in the PE context, but they negatively predicted perceived control. The previous pattern of results was reversed for task-approach, self-approach, and other-approach goals. Finally, a significant interaction was found between other-avoidance goals and gender in predicting bodily symptoms, but simple slope analyses did not reveal significant findings. Taking students’ psychological characteristics into account, such as achievement goals, may contribute to a better understanding of test anxiety in PE.

Perceptions of Competence, Implicit Theory of Ability, Perception of Motivational Climate, and Achievement Goals: A Test of the Trichotomous Conceptualization of Endorsement of Achievement Motivation in the Physical Education Setting

2002 ◽  
Vol 95 (1) ◽  
pp. 233-244 ◽  
Author(s):  
F. Cury ◽  
D. Da Fonséca ◽  
M. Rufo ◽  
P. Sarrazin
Keyword(s):  
Physical Education ◽  
Achievement Motivation ◽  
Achievement Goals ◽  
Motivational Climate ◽  
Implicit Theory ◽  
Negatively Associated ◽  
And Performance ◽  
Approach Goals ◽  
Avoidance Goals ◽  
Performance Dimension

To test and extend the conceptualization of the endorsement of achievement goals in the physical education setting Mastery, Performance-approach, and Performance-approach goals, Perception of the physical education competence, Implicit theory about sport ability, and Perception of the motivational climate were assessed among 682 boys attending five French schools. Analysis indicated that (1) Performance-approach goals were positively associated with perception of physical education Competence, Entity beliefs about sport ability, the Performance dimension of the motivational climate, and negatively associated with Incremental beliefs about sport ability. (2) Mastery goals were positively associated with perception of physical education Competence, Incremental beliefs about sport ability, the Mastery dimension of the motivational climate, and negatively associated with the Performance dimension of the motivational climate. Also, (3) Performance-avoidance goals were positively associated with Entity beliefs about sport ability and the Performance dimension of the motivational climate; these goals were negatively associated with Incremental beliefs about sport ability and perception of physical education Competence. These results clearly attested to the validity of the trichotomous model in the physical education setting.

scholarly journals Associação entre a participação na Educação Física escolar e a prática de esportes coletivos durante a universidade

2016 ◽  
Vol 18 (2) ◽  
pp. 222
Author(s):  
Thiago Ferreira de Sousa ◽  
Aline Rodrigues Barbosa ◽  
Sueyla Ferreira da Silva dos Santos ◽  
Ana Maria Alvarenga ◽  
Silvio Aparecido Fonseca ◽  
...  
Keyword(s):  
Physical Education ◽  
Team Sports ◽  
Positive Association ◽  
Education Institution ◽  
Cross Sectional ◽  
Practice Team ◽  
Independent Variable ◽  
The University ◽  
School Period ◽  
Prevalence Ratios

DOI: http://dx.doi.org/10.5007/1980-0037.2016v18n2p222 The practice of team sports such as soccer and volleyball, are one of the main activities practiced by college. The objectives of the study were to compare the proportions of practice team sports in the years 2010, 2012 and 2014 in college and to analyze the association between participation in the classes of Physical Education, before entering university, with the practice team sports during the university period. Three cross-sectional surveys were conducted in the years 2010, 2012 and 2014, with students from a higher education institution. The dependent variable was the current practice of team sports and the independent variable the participation, prior to entering the university in Physical Education classes at school. Participated 1,084, 1,085 and 1,041 college in 2010, 2012 and 2014, respectively. The proportion of practicing team sports was stable in the three surveys and college who participated regularly of the lessons of Physical Education, prior to entering the university showed higher prevalence ratios (PR) practice of team sports during college years (2010, RP: 2.87; 95%CI: 1.48; 5.55; 2012, RP: 2.04; 95%CI: 1.14; 3.65; 2014, RP: 4.06; 95%CI: 1.58; 10.43). The number of students practicing team sports was similar in all investigated years and regular participation of college in Physical Education classes in school, period prior to entering university showed a positive association with practice of team sports at the university.

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