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 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

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

Students' attitudes and predispositions toward physical education in greece

Problem statement: Although the study of students' attitudes toward physical education (PΕ) is of particular importance, there are only a few tools that study a variety of factors. Developing a tool that evaluates various factors helps to a better understanding of students' attitudes. Purposes: The purposes of this research were: (a) the development, and investigation of reliable and valid instruments that evaluate students’ attitudes and predispositions toward PE, the assessment in PE, and how attitudes related to factors ‘enjoyment’ and ‘effort,’ (b) the examination of the statistically significant differences in grade, age, gender, and teacher’s gender, (c) the analysis of the correlations between the factors of the questionnaires. Method: A total of 638 students (327 boys, 311 girls) participated from fifth, sixth, seventh and tenth grade. Attitudes towards Physical Education were measured through Phillips and Silverman (2012) questionnaire, while Predispositions towards Physical Education were assessed through Hilland, Stratton, Vinson, and Fairclough Physical Education Predisposition Scale (2009). Furthermore, a scale of 8 items was developed to assess Attitudes toward assessment in Physical Education. In addition, effort and enjoyment were measured. Results: All factors demonstrated acceptable internal consistency (α > .70) and confirmatory factor analysis confirmed structural validity of the scales. Α one-way analysis of variance and post hoc test revealed that attitudes toward PE and toward assessment in PE were significantly higher in fifth, sixth and seventh grade compared with tenth grade students. Strong positive correlation was revealed between cognitive and affective factor. A total of 58% of enjoyment, and 44% effort were explained by the independent variables. Conclusions: The high validity and reliability of these instruments along with the variety of factors investigated, provide a strong base to conduct future research on students’ attitudes. © 2018, Editura Universitatii din Pitesti. All rights reserved

Physical education student teachers' experiences with and perceptions of teaching styles

This study is aimed at examining physical education student teachers' experiences with, beliefs about, and intention to use Spectrum teaching styles in the future (Mosston & Ashworth, 2002). Two hundred and eighty eight Physicak Education student teachers participated in the study whereas data were collected using a modified and translated version of the questionnaire developed by Cothran, Kulinna, and Ward's (2000). Participants in the study reported that as primary and secondary education students they had been more frequently exposed to reproduction teaching styles in their physical education classes whereas exposure to what can be described as productive styles had been substantially less frequent. In terms of beliefs, student teachers participating in the study perceive that the reproduction teaching styles provide students with more opportunities for fun, learning skills, and motivation for learning. In addition, as physical education instructors in the future student teachers stated that they are keener on implementing teaching styles from the reproduction cluster. Finally, the finding of the study confirmed student teachers' conceptions about their students' learning process influenced by their prior experiences as school students. © JPES

Preschoolers' perceptions of performance and satisfaction under competitive and non-competitive conditions

The aim of this study was to explore preschool children's perceptions of their performance under competitive and non-competitive conditions (NCC) and their satisfaction. Eighty preschool children (40 boys, 40 girls) aged 4–6 years (M age = 5.48, SD =.57) took part in this study. Preschool children built a tower under competitive and NCC and expressed their perception of their performance and their satisfaction using a ladder scale and a faces scale, respectively. The results showed that the majority of preschool children evaluate their performance as ‘high' under both conditions independently of the outcome. Under competitive condition (CC), 52.5% of children evaluated their performance accurately, while under NCC this percentage was 47.5%. Furthermore, the majority of children responded that they felt happy under both conditions. © 2014 Taylor & Francis

The effects of reciprocal and self–check teaching styles in students’ intrinsic– extrinsic motivation, enjoyment and autonomy in teaching traditional Greek dances

Teaching of traditional dances is mainly done through an educational process where imitation of a prototype model prevails. In reciprocal and self-check teaching styles, part of the decisions is handed to the students so they are known as student-centered teaching methods. The purpose of the present study was to examine the effects of the reciprocal, the self-check and the command teaching styles in students’: a) intrinsic-extrinsic motivation, b) enjoyment and c) perceived motivational climate, while being taught Greek traditional dances. An independent group’s post-test comparison experimental design was used in the present study. Seventy university students (19-20 years old) were divided into three teaching style groups: a) reciprocal (n=21, nine males and twelve females), b) self-check (n=25, eleven males and fourteen females) and c) command (as control group n=24, eleven males and thirteen females) and were taught Greek traditional dances with the respective teaching style. All scales had acceptable levels of internal consistency (a>.74). Α two-way analysis of variance (two-way ANOVA) was used to examine the differences among the three teaching styles and between males and females on the aforementioned factors. Overall, results show that the self-check style triggers a significantly greater increase in intrinsic motivation, identified regulation, enjoyment and autonomy in comparison to the reciprocal and command-teaching styles. It is also connected with a decrease in external motivation and amotivation. Male students seem to opt for the self-check style due to it reinforcing or reducing psychological factors in contrast with the other styles (p<.05) while female students have a preference for the reciprocal style as well (p<.05). The implementation of the reciprocal and the self-check styles in teaching traditional dances creates a positive atmosphere which is deemed extremely important for an efficient and qualitative lesson. © 2015, JPES