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Goal Orientations and Perceptions of the Sport Experience

Marc R. Lochbaum and Glyn C. Roberts

Nicholas (1984a, 1984b, 1989) conceptual framework was used to study the relationship between two implicit goal orientations (task and ego) and achievement behaviors. This study examined the relationship between the goal orientations and (a) beliefs concerning determinants of success, (b) competition and practice strategies, (c) practice benefits, and (d) enjoyment. Subjects were 182 male and 114 female high school athletes who competed in at least one sport during the 1989–1990 school year. Factor analyses were conducted to determine the composition of the relevant factors. Ten factors emerged. Canonical analysis was employed to determine the relationship between goal orientations and the 10 subscales. The results, consistent with the hypotheses, showed that athletes with a task orientation focused on adaptive achievement strategies whereas athletes with an ego orientation focused on potentially maladaptive achievement strategies. The implications of the results to sport participation are discussed.

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Achievement Emotions, Intention to Be Physically Active, and Academic Achievement in Physical Education: Gender Differences

Sebastián Fierro-Suero, Pedro Sáenz-López, José Carmona-Márquez, and Bartolomé J. Almagro

). However, the relationship of emotions with the intention to be physically active (IPA) and academic achievement in PE classes has not yet been studied. Therefore, this was the main objective of the study. Until now, affect (which combines group emotions into two single factors: positive or negative) has

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Fostering Motivation in Physical Education to Promote Learning and Achievement

Senlin Chen and Melinda Solmon

-driven interventions. We first define motivation and achievement in the context of PE, followed by an overview of three robust motivation theories that have guided research and practical efforts in our field, and that have been used as a framework for designing interventions. Subsequently, we summarize the latest

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Adolescent Changes in Aerobic Fitness Are Related to Changes in Academic Achievement

Lauren B. Raine, John R. Biggan, Carol L. Baym, Brian J. Saliba, Neal J. Cohen, and Charles H. Hillman

A growing literature has emerged suggesting a positive relationship between physical fitness and various measures of academic achievement in adolescents ( 7 , 14 , 16 – 18 , 43 ). For example, in Massachusetts, researchers measured academic achievement in fourth- to eighth-grade students using a

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Academic Achievement and Physical Activity: The Ideal Relationship to Promote a Healthier Lifestyle in Adolescents

Sergio Estrada-Tenorio, José A. Julián, Alberto Aibar, José Martín-Albo, and Javier Zaragoza

The health benefits of physical activity (PA) for adolescents have been previously well established. 1 There is an emerging body of research that suggests that PA and healthy habits may also provide benefits in terms of cognitive performance and academic achievement. 2 , 3 Published research

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The Association Between Pupil-Related Psychological Factors and Academic Achievement in Physical Education

Ruben Vist Hagen, Håvard Lorås, Hermundur Sigmundsson, and Monika Haga

The grade, as a measure of academic achievement, serves important functions in the school system. It should reflect pupils’ level of competence (e.g., knowledge and skills) within a subject and function as a selection instrument in the transition from lower to upper secondary school and, ultimately

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Validation of a Teachers’ Achievement Goal Instrument for Teaching Physical Education

Jian Wang, Bo Shen, Xiaobin Luo, Qingshan Hu, and Alex C. Garn

, McCaughtry, Martin, & Fahlman, 2009 ) have supported that students’ motivation and a learning environment that fosters their motivation are directly associated with their learning achievement and engagement. Nevertheless, in contrast to rich studies on student motivation, there has been relatively little

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The Relation of Physical Activity, Sedentary Behaviors, and Academic Achievement Is Mediated by Fitness and Bedtime

Heidi J. Syväoja, Anna Kankaanpää, Jouni Kallio, Harto Hakonen, Janne Kulmala, Charles H. Hillman, Anu-Katriina Pesonen, and Tuija H. Tammelin

physically active lifestyle with learning outcomes has also recently received considerable attention. Previous studies have suggested that excessive screen time 7 , 8 and excess adiposity 9 , 10 may predict poorer academic achievement (AA), whereas regular PA and higher aerobic fitness 11 , 12 benefit AA

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Motivational Climate in Physical Education, Achievement Motivation, and Physical Activity: A Latent Interaction Model

Stéphanie Girard, Jérôme St-Amand, and Roch Chouinard

, & Ouimet, 2013 ; Ntoumanis et al., 2009 ; Spray, Warburton, & Stebbings, 2013 ) to the detriment of achieving personal progress and pursuing mastery of tasks ( Ntoumanis et al., 2009 ; Spray et al., 2013 ; Ullrich-French & Cox, 2013 ). In light of these observations, the achievement goal theory

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Relationships Between Students’ Emotional Experiences and Cognitive and Physical Achievement During a Middle School Hybrid Sport Education Tactical Model Season

Kelly L. Simonton, Tristan Wallhead, and Ben D. Kern

understanding of the role of students’ emotions in achievement outcomes such as psychomotor, cognitive, or affective knowledge and skills. Likewise, there is limited research connecting subjective experiences with objective levels of PA during PE. The lack of connection between how students feel and what they