Change in physical self-perceptions across the transition to secondary school: relationships with perceived teacher-emphasised achievement goals in physical education

Objectives: This study aimed to examine the effects of change in perceived teacher achievement goal emphasis in physical education (PE) on physical self-perceptions and self-esteem across the transition to secondary school. Design & Methods: A longitudinal design was adopted with three time points, one at the end of primary school and two during the first year of secondary school. Participants (N = 491) were cross-classified by primary (N = 42) and secondary (N = 46) PE class in order to examine the association between perceived class-level teacher-emphasised goals and within-class student goals with self-beliefs. Results: Personal approach goals and class perceptions of teacher mastery approach goal promotion were all positively associated with ratings of co-ordination, sport competence, flexibility, and endurance in primary school. More favourable perceptions of coordination, sport competence, strength, flexibility, and endurance during the first year of secondary school were predicted by an increase in performance approach goal emphasis, whereas ratings of sport competence and flexibility were negatively associated with an increase in mastery approach goal emphasis. Conclusions: Although not entirely consonant with theoretical predictions, current findings suggest that teacher-emphasised performance approach goals in PE can promote development of several physical self-perceptions in the initial year of secondary school

Antecedents of perceived coach autonomy supportive and controlling behaviors: coach psychological need satisfaction and well-being

Within the self-determination theory (Deci & Ryan, 2000) framework, research has considered the consequences of coaches’ autonomy supportive and controlling behaviors on various athlete outcomes (e.g., motivation and performance). The antecedents of such behaviors, however, have received little attention. Coaches (N = 443) from a variety of sports and competitive levels completed a self-report questionnaire to assess their psychological need satisfaction, well-being and perceived interpersonal behaviors toward their athletes. Structural equation modeling demonstrated that coaches’ competence and autonomy need satisfaction positively predicted their levels of psychological well-being, as indexed by positive affect and subjective vitality. In turn, coaches’ psychological well-being positively predicted their perceived autonomy support toward their athletes, and negatively predicted their perceived controlling behaviors. Overall, the results highlight the importance of coaching contexts that facilitate coaches’ psychological need satisfaction and well-being, thereby increasing the likelihood of adaptive coach interpersonal behavior toward athletes

Temporal relations among multidimensional perceptions of competence and trichotomous achievement goal adoption in physical education

This article was published in the journal Psychology of Sport and Exercise [© Elsevier Ltd]. The definitive version is available at: http://dx.doi.org/10.1016/j.psychsport.2011.04.007Objectives: The purpose of the present study was two-fold: (1) To empirically establish whether young people differentiate their perceived competence in physical education (PE) in terms of the self, mastery of tasks, and others, and (2) To examine longitudinal relations between these three ways of defining perceived competence and trichotomous achievement goals. Methods: At the start of the study, students (n = 227 males, n = 205 females; M age = 13.18, SD =.87 years) completed measures of mastery-approach, performance-approach- and performance-avoidance goals, along with other-, self- and mastery-referent forms of perceived competence. The same measures were subsequently recorded three, six and nine months later. Results: Analyses supported longitudinal factorial invariance for each goal and each type of perceived competence. Partial support was found for the positive influence of other-referent perceived competence on approach- and avoidance-performance goal adoption over time. Conclusion: Young people can construe their competence in PE in various ways. Relative to one’s classmates, increases in other-referenced perceptions of competence can subsequently lead to increased adoption of both performance goals

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 paradigm

Motivational climate interventions in school based physical education: A meta Analysis

This article was published in the journal Psychology of Sport and Exercise [© Elsevier Ltd]. The definitive version is available at: http://dx.doi.org/10.1016/j.psychsport.2011.06.005Objective: The purpose of this study was to synthesize findings from motivational climate interventions employing Ames (1992a, 1992b) and Epstein’s (1988, 1989) TARGET framework within school-based physical education contexts. Design: The present study employed a quantitative research synthesis design. Meta-analysis uses empirical studies to summarize past research by drawing overall conclusions from separate investigations. This research design highlights important and unsolved issues related to motivational climate interventions within physical education. Methods: Standard meta-analytic procedures incorporating inclusion and exclusion criteria, literature search, coding procedures, and statistical methods were used to identify and synthesize 22 studies with 24 independent samples. Cohen’s (1988) criteria for effect sizes were used to interpret and evaluate results. Results: There was an overall small positive treatment effect (g ¼ 0.103) for groups exposed to mastery motivational climates. Outcome analyses identified the most consistent and largest overall treatment effects for behavioral outcomes (g ¼ 0.39e0.49) followed by affective outcomes (g¼ 0.27 to 0.59) and cognitive outcomes (g¼ 0.25 to 0.32). Moderator analyses were directed by study heterogeneity and identified several trends in intervention features and study features with the most substantial trend for participant features as elementary students had the largest overall treatment effect (g¼ 0.41). Conclusions: Outcome and moderator analyses identified several trends in methodological features, participant features, and study features that should be addressed in future physical education motivational climate interventions

A laser probe ⁴⁰Ar /³⁹Ar and INAA investigation of four Apollo granulitic breccias

Infrared laser probe 40Ar/39Ar geochronology, instrumental neutron activation analysis (INAA) and analytical electron microscopy have been performed on four 0.5 x 1.0 x 0.3 cm polished rock tiles of Apollo 16 and 17 granulitic breccias (60035, 77017, 78155, and 79215). Pyroxene thermometry indicates that these samples were re-equilibrated and underwent peak metamorphic sub-solidus recrystallization at 1000 – 1100°C, which resulted in homogeneous mineral compositions and granoblastic textures. 40Ar/39Ar data from this study reveal that three samples (60035, 77017, and 78155) have peak metamorphic ages of ~4.1 Ga. Sample 79215 has a peak metamorphic age of 3.9 Ga, which may be related to Serenitatis basin formation. All four samples contain moderately high concentrations of meteoritic siderophiles. Enhanced siderophile contents in three of the samples provide evidence for projectile contamination of their target lithologies occurring prior to peak metamorphism. Post-peak metamorphism, low-temperature (<300ºC) events caused the partial resetting of argon in the two finer-grained granulites (60035 and 77017). These later events did not alter the mineralogy or texture of the rocks, but caused minor brecciation and the partial release of argon from plagioclase. Interpretation of the low-temperature data indicates partial resetting of the argon systematics to as young as 3.2 Ga for 60035 and 2.3 Ga for 77017. Cosmic ray exposure ages range from 6.4 to ~339 Ma. Our results increase the amount of high-precision data available for the granulitic breccias and lunar highlands crustal samples. The results demonstrate the survival of pre-Nectarian material on the lunar surface and document the effects of contact metamorphic and impact processes during the pre-Nectarian Epoch, as well as the low-temperature partial resetting of ages by smaller impact events after 3.9 Ga. The mineralogy and chemical composition of these rocks, as well as exhumation constraints, indicate that the source of heat for metamorphism was within kilometres of the surface via burial beneath impact melt sheets or hot ejecta blankets

The effectiveness of structured sport and exercise interventions in enhancing the mental health of adolescents with mild to moderate mental health problems: a systematic review

Between 10% and 20% of adolescents globally have a diagnosed mental health disorder and a big proportion of individuals experience their first mental health problem during adolescence. However, limited research has investigated how an adult-led structured sport and exercise intervention can be used to support adolescents with mild to moderate mental health problems. A systematic review of the literature (five databases) was performed. Included studies (qualitative and quantitative) explored structured sport and exercise interventions aiming to help adolescents (aged 10–19 years) experiencing mild to moderate mental health problems. From 3506 studies screened, nine met the inclusion criteria (RCT = 6 and non-RCT = 3) following the PICOS, TIDieR frameworks and assessing quality of studies using the Mixed Methods Appraisal Tool. Activities included a group-based circuit training, high-intensity interval training, dance, group-based aerobic exercise, mindfulness-based Tai Chi Chuan and rugby. All included studies showed clinical improvements in adolescents’ anxiety or depression (anxiety, n = 5 and depression, n = 7). There is evidence that structured sport and exercise interventions can support adolescents with mild to moderate mental health problems. However, more research is needed to understand the mechanisms of how these outcomes are achieved, specifically using well-designed interventions tailored to specific exercises/sports, populations, and mental health outcomes