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Differential Perceptual and Motivational Patterns When Different Goals Are Adopted

Athanasios Papaioannou

This study examined how perceived motivational climate in physical education is related to (a) perceptions of teachers’ differential treatment toward high and low achievers, (b) reported motivation and anxiety of children with high and low perceived competence during play or exercise with high- or low-ability children. One thousand three hundred ninety-three high school students completed measures of the above variables. The perception of teacher’s differential treatment was positively related to the perception of an environment emphasizing social comparison and negatively related to the perception of a climate emphasizing personal progress. Perceived competence had no effect on intrinsic motivation when extremely high learning goals were adopted. When low learning goals were adopted, motivation decreased for children with low perceived ability playing with high achievers and for children with high perceived ability playing with low achievers. A high learning-oriented climate should be created to enhance equality and maximize motivation.

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Participating in a Learner-Centered Coach Education Program: Composite Vignettes of Coaches’ and Coach Educators’ Experiences

Kyle Paquette, Pierre Trudel, Tiago Duarte, and Glenn Cundari

With Respect to the Four Emergent Profiles Finalized Themes Learning Orientation and Role Biography and View of Learning Perspectives of Coach Educator Role Perspectives of LC Design Objectives and Engagement Candidate Themes LCT Coach Educator Experienced coach educator; constructivist view of

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Accomplished Teachers’ Pedagogical Content Knowledge of Teaching Dribbling to Third Grade Children

Inez Rovegno, Weiyun Chen, and John Todorovich

The purpose of this study was to describe four accomplished teachers’ enacted pedagogical content knowledge of teaching hand dribbling to third grade children. We aimed to investigate and make accessible the knowledge and wisdom of practicing teachers. We videotaped three sequential lessons of each teacher and conducted formal and informal interviews. Three themes emerged from a grounded analysis of the data: (a) approaching dribbling content as a network of connected movements and tactics, (b) refining movement patterns based on knowledge initially acquired in younger grades, and (c) teaching the cognitive processes (learning orientation, self-regulation, movement and tactical analysis and critique, and making decisions) embedded in and relevant to lesson dribbling activities.

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Gender (Dis)Similarity in Mentorship Among Intercollegiate Coaches: Implications for Leader Development

Moe Machida-Kosuga

. 10.1123/tsp.20.2.162 DeRue , D.S. , & Wellman , N. ( 2009 ). Developing leaders via experience: The role of developmental challenge, learning orientation, and feedback availability . Journal of Applied Psychology, 94 ( 4 ) 859 – 875 .

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“No Idea is a Bad Idea”: Exploring the Nature of Design Thinking Alignment in an Australian Sport Organization

Greg Joachim, Nico Schulenkorf, Katie Schlenker, Stephen Frawley, and Adam Cohen

to get any better if we keep doing the same thing. Sport has a habit of just doing the same thing and expecting to get better results. We need to constantly evolve. To pursue such fresh ideas, the Sixers employ a learning orientation that reflects their overall curiosity. All interviewees

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Experience-Based Leadership Development and Professional Sport Organizations

Stephen Frawley, Daniel Favaloro, and Nico Schulenkorf

.1016/j.leaqua.2013.11.004 10.1016/j.leaqua.2013.11.004 DeRue , D.S. , & Wellman , N. ( 2009 ). Developing leaders via experience: The role of developmental challenge, learning orientation, and feedback availability . Journal of Applied Psychology, 94 ( 4 ), 859 – 875 . PubMed doi:10.1037/a

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Ripples in the Water: Physical Education Teacher Education Program Influence on Graduates’ Perceptions of Expanded Physical Activity Programming

Shannon C. Mulhearn, Pamela Hodges Kulinna, Hans van der Mars, Jaimie McMullen, and Michalis Stylianou

coaching orientation to a pedagogical/learning orientation ( Sofo & Curtner-Smith, 2010 ). Similarly, in the present study, graduates generally were positive about the CSPAP knowledge and general expanded PA skills they learned during their training, including integrating expanded PA. However, once outside

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Physical Education Participation and Student Anxiety, Depression, and/or Stress: A Scoping Review

Kacie V. Lanier, Chad M. Killian, Kathryn Wilson, and Rebecca Ellis

discussed the influence the PE teacher can have on anxiety, depression, and/or stress. Two studies found that, regardless of a task-involving climate or an ego-involving climate, anxiety was lower in students who perceived the teacher as emphasizing a learning orientation, whereas anxiety was higher if

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Understanding Student Perceptions of Diversity and Inclusion

Jaime R. DeLuca, Michael Mudrick, Molly Hayes Sauder, and Elizabeth A. Taylor

. Pascarella , E. , Bohr , L. , Nora , A. , Ranganathan , S. , Desier , M. , & Bulakowski , C. ( 1994 ). Impacts of 2-year and 4-year colleges on learning orientations: A preliminary study . Community College Journal of Research and Practice, 18