The Social Context as a Determinant of Teacher Motivational Strategies in Physical Education

The purpose of the study was to provide an in-depth analysis of how Physical Education (PE) teachers perceive the social context to influence the motivational strategies that they use towards students. Semi-structured interviews of 22 PE teachers were examined using categorical content analysis. The teachers perceived that an emphasis on student assessment and the time constraints associated with PE lessons influenced their motivational strategies towards students; however, these strategies often conflicted with the teachers’ beliefs about the most appropriate motivational strategies. The teachers’ own performance evaluations and pressure to conform to other teachers’ methods also influenced the teachers’ motivational strategies, but these influences were often congruent with their teaching beliefs. Additionally, the teachers discussed how perceived cultural norms associated with the teacher-student relationship impacted upon their chosen motivational strategies. These cultural norms were reported by different teachers as either in line, or in conflict with their teaching beliefs. Finally, the influence of the teachers’ perceptions of their students helped produce strategies that were congruent with their beliefs, but often different to empirically suggested strategies. Consequently, it is important that teacher beliefs are targeted in education programs and that the teaching context aid in facilitating adaptive motivational strategies

Safe Robotic Grasping: Minimum Impact-Force Grasp Selection

This paper addresses the problem of selecting from a choice of possible grasps, so that impact forces will be minimised if a collision occurs while the robot is moving the grasped object along a post-grasp trajectory. Such considerations are important for safety in human-robot interaction, where even a certified "human-safe" (e.g. compliant) arm may become hazardous once it grasps and begins moving an object, which may have significant mass, sharp edges or other dangers. Additionally, minimising collision forces is critical to preserving the longevity of robots which operate in uncertain and hazardous environments, e.g. robots deployed for nuclear decommissioning, where removing a damaged robot from a contaminated zone for repairs may be extremely difficult and costly. Also, unwanted collisions between a robot and critical infrastructure (e.g. pipework) in such high-consequence environments can be disastrous. In this paper, we investigate how the safety of the post-grasp motion can be considered during the pre-grasp approach phase, so that the selected grasp is optimal in terms applying minimum impact forces if a collision occurs during a desired post-grasp manipulation. We build on the methods of augmented robot-object dynamics models and "effective mass" and propose a method for combining these concepts with modern grasp and trajectory planners, to enable the robot to achieve a grasp which maximises the safety of the post-grasp trajectory, by minimising potential collision forces. We demonstrate the effectiveness of our approach through several experiments with both simulated and real robots.Comment: To be appeared in IEEE/RAS IROS 201

Antecedents of Perceived Coach Interpersonal Behaviors: The Coaching Environment and Coach Psychological Well- and Ill-Being

Embedded in the self-determination theory (Deci & Ryan, 2000) framework, we obtained self-report data from 418 paid and voluntary coaches from a variety of sports and competitive levels with the aim of exploring potential antecedents of coaches’ perceived autonomy supportive and controlling behaviors. Controlling for socially desirable responses, structural equation modeling revealed that greater job security and opportunities for professional development, and lower work–life conflict were associated with psychological need satisfaction, which, in turn, was related to an adaptive process of psychological well-being and perceived autonomy support toward athletes. In contrast, higher work–life conflict and fewer opportunities for development were associated with a distinct maladaptive process of thwarted psychological needs, psychological ill-being, and perceived controlling interpersonal behavior. The results highlight how the coaching context may impact upon coaches’ psychological health and their interpersonal behavior toward athletes. Moreover, evidence is provided for the independence of adaptive and maladaptive processes within the self-determination theory paradig

A longitudinal examination of coach and peer motivational climates in youth sport: Implications for moral attitudes, well-being, and behavioral investment.

Embedded in achievement goal theory (Ames, 1992; Meece, Anderman & Anderman, 2006), this study examined how perceptions of coach and peer motivational climate in youth sport predicted moral attitudes, emotional well-being, and indices of behavioral investment in a sample of British adolescents competing in regional leagues. Adopting a longitudinal perspective, measures were taken at the middle and the end of a sport season, as well as at the beginning of the following season. Multilevel modeling analyses showed that perceptions of task-involving peer and coach climates were predictive of more adaptive outcomes compared to perceptions of ego-involving peer and coach climates. Predictive effects differed as a function of time and outcome variable under investigation. The results indicate the importance of considering peer influence in addition to coach influence when examining motivational climate in youth sport

Motivational Predictors of Physical Education Students’ Effort, Exercise Intentions, and Leisure-Time Physical Activity: A Multilevel Linear Growth Analysis

Grounded in self-determination theory (SDT; Deci & Ryan, 2000), the current study explored whether physical education (PE) students’ psychological needs and their motivational regulations toward PE predicted mean differences and changes in effort in PE, exercise intentions, and leisure-time physical activity (LTPA) over the course of one UK school trimester. One hundred and seventy-eight students (69% male) aged between 11 and 16 years completed a multisection questionnaire at the beginning, middle, and end of a school trimester. Multilevel growth models revealed that students’ perceived competence and self-determined regulations were the most consistent predictors of the outcome variables at the within- and between-person levels. The results of this work add to the extant SDT-based literature by examining change in PE students’ motivational regulations and psychological needs, as well as underscoring the importance of disaggregating within- and between-student effects