This study examined the relationship between goal orientations and preferences for sources of competence information. It was hypothesized that athletes higher in ego goal orientation would have a greater preference for game outcome, significant others' evaluation, and peer comparison, whereas athletes higher in task goal orientation would have a greater preference for learning, effort, and improvement as sources of competence information. To test this hypothesis, 152 high school athletes (78 females and 74 males) completed the Task and Ego Orientation in Sport Questionnaire (TEOSQ) and the Sport Competence Information Scale (SCIS). A principal component factor analysis on the SCIS identified seven information sources. Canonical correlations revealed an overall trend whereby task goal orientation is associated with more self-referenced sources, and ego orientation is related to more norm-referenced sources of information.
Anne Cox and Lavon Williams
Research illustrates the positive roles of perceived competence, autonomy, and mastery climate and the negative role of performance climate in student motivation in physical education. Less research has examined perceptions of relationships within this setting (i.e., perceived teacher support and relatedness) and their role in student motivation. The purpose of this study was to test the mediating roles of perceived competence, autonomy, and relatedness in the relationship between social contextual factors and motivation in physical education students (N = 508). Results from structural equation modeling showed that perceived competence, autonomy, and relatedness partially mediated the relationship between perceived teacher support and self-determined motivation and that mastery climate related directly to self-determined motivation. The results highlight the importance of perceived teacher support, mastery climate, and relatedness to motivation in physical education.
Lavon Williams and Diane L. Gill
Understanding the role of perceived competence in the motivation of sport and physical activity is an important endeavor. This study attempted to examine the role of perceived competence by (a) investigating its relationship with goal orientations as hypothesized by Nicholls’s theory of achievement motivation, and (b) testing a proposed model linking goal orientations and motivated behavior. Students (N = 174) completed questionnaires assessing goal orientations, perceived competence, intrinsic interest, and effort. Regression analyses revealed that task orientation was a good predictor of effort; however, the interaction of ego orientation and perceived competence failed to adequately predict effort. Path analysis results revealed that task goal orientation, but not ego orientation, directly influenced perceived competence, intrinsic interest, and effort. In addition, intrinsic interest played a mediating role between perceived competence and effort and between task goal orientation and effort.
Kathleen Williams, Lavon Williams, and H. Scott Strohmeyer
This longitudinal investigation examined the shift from use of a marking time to an alternating stepping pattern by young children. A set of twin males was videotaped between ages 37 and 46 months climbing stairs of 3.8-17.8 cm height. One boy began to alternate consistently on the highest steps at 41 months, the other at 46 months. Anthropometries (leg lengths) and a measure of foot overshoot (maximum height of the foot over the stair) were used to investigate the timing of the shift for the 2 boys. Magnitude of overshoot decreased with age and with increased use of the more advanced pattern. Immature balance and an initial need to visually guide the foot to the next step may be important factors in the timing of the pattern shift.
Kerrie J. Kauer and Vikki Krane
Edited by Lavon Williams
This investigation, framed in feminist and social identity perspectives, examined female athletes’ interpretations and reactions to the stereotypes ascribed to women in sport. Interviews with 15 female collegiate athletes revealed that the primary stereotypes directed at them were that they were lesbian and masculine. These stereotypes seemed to emanate from the athletes’ lack of conformity to hegemonic femininity (Choi, 1998; Krane, 2001a). Initially, the athletes responded to being typecast with anger and they used social mobility strategies (e.g., distancing from an athletic identity, performing femininity) to avoid negative perceptions. Both heterosexual and lesbian/bisexual athletes coped with being stereotyped and grew more comfortable with their own sexual identities and those of their teammates. This led to the development of inclusive team environments, collective esteem, and empowerment, with athletes speaking out against homonegative comments in other settings.