Advancing task involvement, intrinsic motivation and metacognitive regulation in physical education classes: the self-check style of teaching makes a difference

It was hypothesized that “self-check” style of teaching would be more preferable in terms of creating a mastery-oriented climate, and promoting adaptive achievement goals, intrinsic motivation and metacognitive activity in physical education classes. Two hundred seventy-nine (N = 269) 6-grade students were randomly divided into two groups that were taught four consecutive physical education lessons of the same content following either “practice” or “self-check” styles of teaching respectively. Students responded on questionnaires prior and after the intervention. Results revealed significant interactions between groups and measurements. Students in the “self-check” style group scored higher in scales measuring mastery-oriented climate, mastery goal, intrinsic motivation and metacognitive processes and lower in scales measuring performance-goals and performance-oriented motivational climate. These results underscore the importance of using styles of teaching that enhance opportunities for deep cognitive processing and promote mastery-goals and mastery-oriented climates

Motivation in physical education across the primary-secondary school transition

The purpose of this study was to examine the temporal patterns of approach-avoidance achievement goals, implicit theories of ability and perceived competence in physical education across the transition from primary to secondary school. We also evaluated the predictive utility of implicit theories and perceived competence with regard to achievement goal adoption, and determined the moderating influence of gender on temporal patterns and antecedent–goal relationships. One hundred and forty pupils (mean age at start of study = 11.37 years, SD =.28) completed measures of entity and incremental beliefs, perceived competence and goals on four occasions during a 12-month period. Mastery-approach, performance-approach and perform-ance-avoidance goals, as well as entity and incremental beliefs, exhibited a linear decline over time. Mastery-avoidance goals showed no significant change. Girls exhibited a linear decline in perceived competence, whereas for boys the trajectory was curvilinear. Competence perceptions predicted initial scores, but not rate of change, on mastery-approach and both types of performance goals. Incrementa

THE COMPETITION IN PRESCHOOL AGE: A SHORT REVIEW

Competition matters in our daily life. Humans compete in their jobs, in their relationships, in the classroom etc. for different reason and with different way. We know a lot about competition for the adults but we lack of knowledge on what is happening during the preschool age and this is the focus of the present paper. The literature review shows that young children from the age of 4 years old perceive the concept of competition and express competitive behaviour. The factors which affect young children’s competitive behaviour are the gender, the age and the composition of the team as to gender and size. Moreover, during the implementation of the curriculum children express competitive behaviour in kindergarten classroom. They express competitive behaviours, which are divided into two main categories, verbally and physically, which include and subcategories. Competitive behaviour is expressed by children more often during organized activities and less during free activities, like breakfast time and discussion.  Article visualizations

Beware of your teaching style: A school-year long investigation of controlling teaching and student motivational experiences

Relatively little research drawing from self-determination theory has examined the links between controlling teaching environments and student motivation. To this end, two longitudinal studies were conducted to explore how students’ perceptions of controlling teaching behavior and experiences of psychological need frustration were associated with a number of motivation-related outcomes over a school year. Multilevel growth modelling indicated that changes in perceptions of controlling teaching positively related to changes in need frustration across the school year (Studies 1 & 2) which, in turn, negatively related to autonomous motivation and positively related to controlled motivation and amotivation in Study 1 (N = 419); and positively related to fear of failure, contingent self-worth, and challenge avoidance in Study 2 (N = 447). Significant indirect effects also supported the mediating role of need frustration. These findings reinforce the need for research on the negative motivational pathways which link controlling teaching to poor quality student motivation. Implications for teacher training are discussed

Intervention Effect of Supportive Group Therapy and Physical Exercise on the Quality of Life of Cancer Patients

Psychological distress is a multidimensional concern affecting patients’ ability to cope with cancer, its physical symptoms, and treatments. This study examined the effect of an exercise program and a group psychotherapy program on the quality of life of Greek cancer patients. The sample consisted of 39 cancer patients (10 males and 29 females), assigned randomly in three groups of 13 patients each group, that is, a control, an exercise and a psychotherapy group. The duration of the training program for the individuals of the exercise group was 10 weeks at a frequency of two sessions per week, 60 minutes each session. The patients of the psychotherapy group received a 10 weeks’ supportive–expressive group therapy, at a frequency of one time per week, of 90 minutes each meeting. The quality of life SF-36 questionnaire was administered to examine the short-term effect of both programs prior and after intervention on quality of life. Control group individuals did not participate in any program and they just filled in the SF-36 questionnaire prior and after intervention. Improvement in “vitality” (p = .006) and mental health subscale (p = .011) was statistically significant between pre and post measures in the supportive therapy group. All other domains exhibit no significant changes. In the exercise group, physical functioning, role functioning and emotional role values were also improved but not to the point to generate statistically significant results. The findings of the present study support the positive impact of psychotherapy intervention on vitality and mental health component of patients with cancer, followed in less extent by the beneficial effect of the exercise program

The trans-contextual model: Perceived learning and performance motivational climates as analogues of perceived autonomy support

The trans-contextual model of motivation (TCM) proposes that perceived autonomy support in physical education (PE) predicts autonomous motivation within this context, which, in turn, is related to autonomous motivation and physical activity in leisure-time. According to achievement goal theory perceptions of learning and performance, motivational climate in PE can also affect autonomous motivation in PE. The purpose of the present study was to examine the influence of an integrated approach of perceptions of motivational climate in PE by incorporating aspects of perceptions of motivational climate from achievement goal frameworks on autonomous motivation in PE within the TCM. High school students (N = 274) completed self-report measures of perceived autonomy support, perceived learning, and performance motivational climate and autonomous motivation in PE. Follow-up measures of autonomous motivation in a leisure-time context were taken along with measures of attitudes, subjective norms, perceived behavioural control and intentions from the theory of planned behaviour 1 week later. Self-reported physical activity behaviour was measured 5 weeks later. The results of the path analyses indicated that perceived learning climate was the strongest predictor of autonomous motivation in PE and leisure-time contexts and mediated the effect of perceived autonomy support on autonomous motivation in PE. Perceived performance climate showed no significant effect on autonomous motivation in PE and leisure-time. Results also confirmed the premises of TCM regarding the effect of autonomous motivation in leisure-time on leisure-time physical activity and the mediating role of the planned behaviour theory variables

Applying the TARGET Pedagogical Principles in Physical Education to Enhance Students' Physical Literacy

A mastery motivational climate, emphasizing self-referenced and individualized learning in physical education (PE), is consistent with a personalized physical literacy disposition defined as the knowledge and understanding, perceived competence, confidence and motivation to remain physically active for a lifetime. The TARGET acronym (i.e., task, authority, recognition, grouping, evaluation and time) represents the pedagogical principles that promote a mastery motivational climate. The purpose of this article is to propose TARGET as a pedagogical framework to enhance physical literacy in PE

Effects of auditory rhythm on movement accuracy in dance performance

São Paulo Research Foundation, Brazil, Danish National Research Foundatio

Examining physical education teachers' and pre-service physical education teachers' knowledge related to reproduction and production Teaching Styles through the Framework Theory of Conceptual Change

[No abstract available