scholarly journals Satisfacción de necesidades psicológicas y orientaciones de meta en profesorado de Educación Física hacia sus alumnos (Physical education teachers’ satisfaction of psychological needs and goal orientations towards their students)

Retos ◽  
2017 ◽  
pp. 50-53
Author(s):  
Pablo Usán Supervía ◽  
Carlos Salavera Bordás ◽  
Abel Merino Orozco ◽  
Laurane Jarie
Keyword(s):  
Physical Education ◽  
Goal Orientation ◽  
Goal Orientations ◽  
Psychological Needs ◽  
Physical Education Teachers ◽  
Task Orientation ◽  
Satisfaction Scale ◽  
Promotion Of Physical Activity ◽  
The Relationship ◽  
Satisfaction Of Needs

El objetivo del presente estudio fue analizar la relación entre la satisfacción de necesidades psicológicas y la orientación de meta en una muestra de 92 profesores especialistas de Educación Física (M=33,97; DT=8,45). Los instrumentos utilizados fueron la Escala de Satisfacción de Necesidades (ESANPE) y el Perception of Success Questionnaire (POSQ). Los resultados mostraron correlaciones entre la orientación motivacional hacia la tarea y la satisfacción de necesidades de competencia, afiliación, autonomía y utilidad de los profesores de EF en sus clases. A su vez, la orientación hacia la tarea fue predicha positivamente por la satisfacción de necesidad de la autonomía y utilidad en una línea de conductas más adaptativa. Se desprende la importancia e influencia de la orientación motivacional de los profesores de EF y la satisfacción de sus necesidades psicológicas en la promoción de la actividad físico-deportiva de sus alumnos.Abstract. The aim of this research was to analyze the relationship between goal orientation and satisfaction of psychological needs in a sample of 92 Physical Education teachers (M=33,97; DT=8,45). The main tools used were the Perception of Success Questionnaire (POSQ) as well as the Spanish Needs Satisfaction Scale (EPPBE). Results showed significant correlations between task orientation and satisfaction of competence, affiliation, autonomy, and utility in teachers’ classes. Furthermore, task orientation was positively predicted by autonomy and utility in a more adaptive way. The importance and influence of PE teachers about their goal orientations and the satisfaction of needs in the promotion of physical activity towards their students was evidenced.

scholarly journals Goals and Their Associations with Beliefs about Success in and Perceptions of the Purposes of Physical Education

1995 ◽  
Vol 14 (2) ◽  
pp. 140-156 ◽  
Author(s):  
Mary D. Walling ◽  
Joan L. Duda
Keyword(s):  
High School Students ◽  
Physical Education ◽  
Goal Orientation ◽  
Task Orientation ◽  
Physical Education Class ◽  
School Students ◽  
Know How ◽  
Education Class ◽  
Relationship Of ◽  
The Relationship

This study examined the relationship of students’ goal orientation to their beliefs about what leads to success in physical education and perceptions of the purposes of physical education. High school students (N = 144,78 females and 66 males) completed a modified version of the Task and Ego Orientation in Sport Questionnaire and measures of beliefs and perceived purposes specific to physical education class. Results indicated that students high in task orientation were significantly more likely to believe that success is achieved through intrinsic interest/effort/cooperation than were those low in task orientation. High ego-oriented students believed that success is achieved when students possess high ability more so than low ego-oriented students. The high task/low ego students were most likely to reject the notion that success in physical education occurs when students know how to use deceptive tactics and were less likely to perceive that an important function of physical education is to provide an easy class.

Prediction of Goal Orientation and Perceived Competence on Intensity and Direction of Precompetitive Anxiety among Adolescent Handball Players

2007 ◽  
Vol 105 (1) ◽  
pp. 83-101 ◽  
Author(s):  
Chiung-Huang Li ◽  
Likang Chi
Keyword(s):  
Goal Orientation ◽  
State Anxiety ◽  
Perceived Competence ◽  
Goal Orientations ◽  
Interactive Effects ◽  
Hierarchical Regression ◽  
Task Orientation ◽  
Somatic Anxiety ◽  
Ego Orientation ◽  
The Relationship

This study explored the main and interactive effects of goal orientations and perceived competence on intensity and direction of the symptoms of precompetitive cognitive and somatic anxiety. 109 handball players from 16 high school teams ( M = 16.2 yr., SD = 1.5) participated. All were asked to complete the Task and Ego Orientation in Sport Questionnaire, Perceived Competence Questionnaire, and a modified version of the Competitive State Anxiety Inventory-2. Using separated multiple hierarchical regression analyses, direction of the symptoms of precompetitive somatic anxiety was predicted by perceived competence and interaction of ego orientation x perceived competence. Perceived competence and the interaction of ego orientation x task orientation x perceived competence were significant predictors of direction of the symptoms of precompetitive cognitive anxiety. The results suggest that perceptions of competence and task orientation moderate the relationship between ego orientation and direction of the symptoms of precompetitive anxiety.

scholarly journals Goal Orientations and Beliefs about the Causes of Sport Success among Elite Skiers

1992 ◽  
Vol 6 (4) ◽  
pp. 334-343 ◽  
Author(s):  
Joan L. Duda ◽  
Sally A. White
Keyword(s):  
Factor Analysis ◽  
Goal Orientation ◽  
Goal Orientations ◽  
Success Factor ◽  
Task Orientation ◽  
Ego Orientation ◽  
Scale Scores ◽  
High Level ◽  
The Relationship ◽  
Elite Skiers

The purposes of this study were to determine the relationship between goal orientations and beliefs about the causes of success among elite athletes and to examine the psychometric characteristics of the Task and Ego Orientation in Sport Questionnaire (TEOSQ) in high-level competitive sport. Male and female intercollegiate skiers (N=143) completed the TEOSQ specific to skiing and a questionnaire assessing their perceptions of the determinants of success in skiing. Factor analysis of the TEOSQ revealed two independent subscales that demonstrated acceptable internal consistency. Task orientation was positively linked with the beliefs that skiing success is a result of hard work, superior ability, and selecting activities that one can perform successfully, and ego orientation to the beliefs that taking an illegal advantage, possessing high ability, selecting tasks that one can accomplish, and external variables are reasons for skiing success. Factor analysis of the two goal orientation and four belief scale scores revealed two divergent goal/belief dimensions in competitive skiing.

scholarly journals Orientación motivacional y percepción de promoción del bienestar entre el alumnado desde el profesorado de Educación Física (Physical Education teachers’ motivational orientation and perception of wellness promotion towards their students)

Retos ◽  
2017 ◽  
pp. 46-49
Author(s):  
Pablo Usán Supervía ◽  
Carlos Salavera Bordás ◽  
Juan José Mejías Abad ◽  
Víctor Murillo Lorente
Keyword(s):  
Physical Education ◽  
Autonomy Support ◽  
Self Control ◽  
Motivational Orientation ◽  
Physical Education Teachers ◽  
Task Orientation ◽  
Wellness Promotion ◽  
Ego Orientation ◽  
Apoyo Social ◽  
The Relationship

El objetivo del presente trabajo fue analizar la relación entre la orientación motivacional y la percepción de promoción del bienestar hacia sus alumnos en una muestra de 92 profesores especialistas de Educación Física (M=33,97; DT=8,45). Los instrumentos utilizados fueron Perception of Success Questionnaire (POSQ) traducida al castellano por Cervelló, Escartí y Balaguer (1999) así como la Escala de Percepción de Promoción del Bienestar (EPPBE) (Guzmán y García, 2011). Los resultados mostraron correlaciones entre la orientación motivacional hacia la tarea y la promoción del autocontrol, apoyo a la autonomía, apoyo a la afiliación y apoyo a la competencia de los profesores de EF en sus clases así como de una orientación motivacional hacia el ego, relacionada con la promoción del castigo. A su vez, la orientación hacia la tarea fue predicha positivamente por la promoción del autocontrol, apoyo social, apoyo a la afiliación y apoyo a la autonomía en una línea de conductas más adaptativa en detrimento de una orientación hacia el ego, predicha de forma positiva por la promoción del castigo y, de forma negativa, por el apoyo de la competencia. Se desprende la importancia e influencia de la orientación motivacional de los profesores de EF en la promoción del bienestar hacia sus alumnos.Abstract: The aim of this research was to analyze the relationship between motivational orientation and welfare promotion perception towards their students in a sample of 92 Physical Education teachers (M=33,97; DT=8,45). The main instruments used were the Perception of Success Questionnaire (POSQ) translated into Spanish by Cervelló, Escartí y Balaguer (1999) as well as the Wellness Promotion Perception Scale (EPPBE) (Guzmán and García, 2011). The results showed significant correlations between task orientation and the promotion of self-control, autonomy support, affiliation support, and competence support of PE teachers in their classes, as well as an ego orientation towards the promotion of punishment. On one hand, a task orientation was positively predicted by self-control promotion, social support, affiliation support, and autonomy support in a more adaptive way; on the other hand, an ego orientation was predicted positively by promotion of punishment and negatively by competition support. Our outcomes emphasize the importance and influence of PE teachers’ motivational orientation in the perception of their promotion of wellness towards their students.

Goal Perspectives, Reasons for Being Disciplined, and Self-Reported Discipline in Physical Education Lessons

1998 ◽  
Vol 17 (4) ◽  
pp. 421-441 ◽  
Author(s):  
Athanasios Papaioannou
Keyword(s):  
Physical Education ◽  
Teaching Strategies ◽  
Goal Orientations ◽  
Task Orientation ◽  
External Locus ◽  
Locus Of Causality ◽  
Task Involvement ◽  
Perceptions Of Teaching ◽  
The Relationship ◽  
Goal Perspectives

This study examined the relationship among goal orientations, perceived motivation climate, self-reported discipline, reasons for discipline, and perceived teacher’s strategies to sustain discipline in physical education lessons. Six hundred and seventy-four students responded on questionnaires assessing the aforementioned variables. Task orientation was positively associated with self-determined reasons for discipline. The perception of a task-involving climate was positively related to perceptions of teaching strategies promoting reasons for discipline determined by the students. Task-involvement and self-determined reasons for being disciplined corresponded to students’ reported discipline in the lesson. On the contrary, the perception of an ego-involving climate was linked with perceived teaching strategies promoting an external locus of causality in the lesson. The results imply that teachers who try to strengthen the task orientation of students and help them adopt more self-determined reasons for being disciplined will have more orderly classes.

scholarly journals The Relationship Between the Teaching Goal Orientations and Teaching Approach of Physical Education and Sports Teachers

2021 ◽  
Vol 7 (1) ◽  
pp. 201
Author(s):  
Veysel Sarıgül ◽  
Yunus Emre Karakaya ◽  
Uğur İnce ◽  
Cemal Yalçın
Keyword(s):  
Physical Education ◽  
Correlation Analysis ◽  
Goal Orientation ◽  
Pearson Correlation ◽  
Goal Orientations ◽  
Teaching Approaches ◽  
High Positive Correlation ◽  
Orientation Scale ◽  
Teaching Goal ◽  
The Relationship

This study was conducted in line with the opinions of physical education and sports teachers working in educational institutions to reveal the relationship between goal orientation towards teaching and teaching approaches. A total of 279 physical education and sports teachers from different schools in Elazig were enrolled in the study. To determine the target orientation of the research group towards teaching ‘Goal Orientation Scale for Teaching’ and to determine the teaching approaches ‘Instructional Approaches Inventory’ were used. The data obtained are saved by using the licensed SPSS 22.0 package program. ‘One Way Analysis of Variance (ANOVA)’ and ‘Pearson Correlation Analysis’ has been made. As a result of the correlation analysis, a positive and high-level relationship between ‘Goal Orientation Scale for Teaching’ and ‘Skill Approach’ has been found (r = 0.789; p = 0.000). It has been concluded that there was a very high positive correlation between the ‘Teaching Approaches Inventory Scale’ and ‘Developmental’ subscale (r = 0.932; p = 0.000). The relationship between goal orientations towards teaching and teaching approaches was found to be positive and moderate (r = 0.616; p = 0.000). The fact that physical education and sports teachers enrich their teaching by establishing a relationship between their goal orientations and teaching approaches towards teaching in the lesson process will further contribute to students’ learning physical education and sports lessons in a meaningful way.

scholarly journals The Relationship between Physical Education Teachers’ Perceptions of Principals’ Transformational Leadership and Creative Teaching Behavior at Junior and Senior High Schools: A Cross-Level Moderating Effect on Innovative School Climates

2021 ◽  
Vol 13 (15) ◽  
pp. 8184
Author(s):  
Chia-Ming Chang ◽  
Huey-Hong Hsieh ◽  
Yu-Hui Chou ◽  
Hsiu-Chin Huang
Keyword(s):  
Transformational Leadership ◽  
High Schools ◽  
School Climate ◽  
Physical Education ◽  
Positive Impact ◽  
School Level ◽  
Physical Education Teachers ◽  
Teaching Behaviors ◽  
Creative Teaching ◽  
The Relationship

The purpose of this study was to examine the relationship between a principal’s transformational leadership and creative teaching behavior of physical education teachers at junior and senior high schools in Taiwan (at the individual level) and the cross-level effect on creative teaching behaviors of physical education teachers in an innovative school climate (at the school level) and the moderator effect of an innovative school climate on the relationship between a principal’s transformational leadership and creative teaching behaviors of physical education teachers. A total of 800 questionnaires were distributed to physical education teachers at 59 junior and senior high schools and 477 valid surveys were collected for data analysis. Using hierarchical linear modeling, we found that at the individual level, a principal’s transformational leadership has a positive impact on creative teaching behaviors of physical education teachers, and at the school level, an innovative school climate has a positive impact on creative teaching behaviors (at the person level) of physical education teachers. An innovative school climate at the school level has no moderating effects on the relationship between a principal’s transformational leadership and creative teaching behaviors of physical education teachers. This study provides implications and applications for cross-level studies, and builds the foundation for future multilevel research.

Relationship between Multidimensional Perfectionism and Goal Orientations in Sport

2002 ◽  
Vol 24 (4) ◽  
pp. 376-395 ◽  
Author(s):  
John G.H. Dunn ◽  
Janice Causgrove Dunn ◽  
Daniel G. Syrotuik
Keyword(s):  
Canonical Correlation ◽  
Goal Orientations ◽  
Football Players ◽  
Task Orientation ◽  
Personal Standards ◽  
Parental Pressure ◽  
Multidimensional Construct ◽  
Maladaptive Perfectionism ◽  
Concern Over Mistakes ◽  
The Relationship

This study examined the relationship between perfectionism and goal orientations among male Canadian Football players (M age = 18.24 years). Athletes (N = 174) completed inventories to assess perfectionist orientations and goal orientations in sport. Perfectionism was conceptualized as a multidimensional construct and was measured with a newly constructed sport-specific version of the Multidimensional Perfectionism Scale (MPS; Frost, Marten, Lahart, & Rosenblate, 1990). Exploratory factor analysis of the modified MPS revealed four sport-related perfectionism dimensions: perceived parental pressure, personal standards, concern over mistakes, and perceived coach pressure. Canonical correlation analysis obtained two significant canonical functions (RC1 = .36; RC2 = .30). The first one revealed that task orientation was positively correlated with an adaptive profile of perfectionism. The second one revealed that ego orientation was positively associated with a maladaptive profile of perfectionism. Results are discussed in the context of Hamachek’s (1978) conceptualization of adaptive and maladaptive perfectionism.

scholarly journals Students’ Individual and Social Behaviors with Physical Education Teachers’ Personality

2015 ◽  
Vol 9 (1) ◽  
pp. 154 ◽  
Author(s):  
Azizollah Arbabisarjou ◽  
Mehdi Sadeghian Sourki ◽  
Seyedeh Elaham Hashemi Bonjar
Keyword(s):  
Physical Education ◽  
Sampling Method ◽  
Social Behaviors ◽  
Sample Volume ◽  
Physical Education Teachers ◽  
Statistical Population ◽  
Teachers And Students ◽  
Collection Data ◽  
The Relationship ◽  
Academic Year

<p class="apa">The main objective for this survey is to assess the relationship between physical education teachers’ personality and students’ individual with social behaviors. The statistical population of the study was all the teachers of physical education working at high schools in the academic year 2012-2013. The sample consisted of sixty teachers that were selected by stratified sampling method proportionate to the sample volume. The research method was descriptive-correlative type. The collection data instruments were the five-factor questionnaire of McCrae and Costa (2013) and a questionnaire about beliefs, individual and social behaviors tailored by the researcher. The reliability of two questionnaires in a pilot study was 0.89 and 0.83 respectively. Both questionnaires had conceptual and construct validity. The findings of the study indicated that there was a relationship between personality aspects of physical education teachers and students’ beliefs, individual and social behaviors. Since paying attention to the personality of physical education teachers could help improve the students’ beliefs and individual behaviors.</p>

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