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Rachel E. Brinkman-Majewski and Windee M. Weiss

motivation. An intrinsically motivated individual participates in the activity for internal reasons, such as mastery or accomplishment. On the other hand, if the individual perceives there to be factors related to the activity that question their competence or remove personal control, there will be a

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Pete Van Mullem and Sean Dahlin

The pursuit of mastery in coaching is an ongoing journey, requiring a commitment to life-long learning (Gallimore, Gilbert, & Nater, 2014). The purpose of this paper is to share the insight of five professionals (i.e., educator, sport ethicist, administrator, sport researcher, and a coach), participating in a panel session at the 2016 U.S. National Coaching Conference, on pursuing mastery as a coach. The term mastery is often associated with expertise. To be considered an expert, a coach must also be effective (Côté & Gilbert, 2009). Coaches that have achieved this level of effectiveness are often referred to as master teachers. Across the session the views of the panel members emphasized the pursuit of mastery as an ongoing journey of continuous learning. Insight from the panelists is compared with literature in coaching science and recommendations are provided for coaches and coaching educators on how to deliberately pursue mastery as a coach.

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Jeffrey J. Martin

particular I focus on the promotion of mastery, affective, and belonging experiences. The second key area is the elements of the youth-sport experience that contribute to a negative experience. In this section I discuss bullying and teasing, and I explain inspiration porn. Stated differently, I discuss

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Jerraco L. Johnson, Mary E. Rudisill, Peter A. Hastie and Julia Sassi

practice, a climate that is focused on skill development is desirable. Theoretically, achievement behavior is improved when the motivational climate of a particular instructional setting allows for high levels of autonomy and a mastery orientation for all learners ( Ames, 1992a , 1992b ; Epstein, 1989

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Thomas Curran, Andrew P. Hill, Howard K. Hall and Gareth E. Jowett

Youth sport is a source of well-being for adolescents, yet experiences vary and attrition can be high. We sought to better understand the coach behaviors that foster positive experiences in youth sport by examining relationships between the motivational climate and athlete engagement (viz., confidence, dedication, enthusiasm, and vigor). We reasoned that a mastery climate (emphasis on effort and learning) would correspond with higher engagement, whereas a performance climate (emphasis on ability and outcome) was expected to correspond with lower engagement. Two-hundred sixty adolescent soccer players completed measures of engagement and perceived coach motivational climate. All dimensions of engagement were positively predicted by a mastery climate. Furthermore, cognitive aspects of engagement were positively predicted by a performance climate. Canonical correlation analysis indicated that a composite of engagement was positively associated with a mastery climate. Results suggest that a mastery climate offers a means of promoting higher levels of overall engagement.

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Andrew J. Elliot, Francois Cury, James W. Fryer and Pascal Huguet

The present experiment was designed to examine the mediational role of self-handicapping in the relationship between achievement goals and performance on a sport-based activity (i.e., a basketball dribbling task). The achievement goals of the trichotomous achievement goal framework were manipulated, behavioral and self-reported self-handicapping opportunities were provided, and performance attainment was assessed. Performance-avoidance goals led to worse performance and evoked higher levels of behavioral and self-reported self-handicapping than performance-approach and mastery goals. Both forms of self-handicapping were found to have independent mediational effects on decreased performance. Implications for the adoption of achievement goals and the use of self-handicapping strategies are discussed.

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Connie L. Blakemore, H. Gill Hilton, Joyce M. Harrison, Tracy L. Pellett and James Gresh

Mastery learning is an instructional strategy that embraces the philosophy that almost any student can learn what is being taught given sufficient time and help. Through Bloom’s group-based, teacher-paced model, 71 seventh-grade boys were taught basketball skills. Students in two treatment groups (mastery and nonmastery) and a control group were compared on the performance of psychomotor skills in isolation and in a competitive game situation before, midway through, and following their training. Students in the mastery group were not taught new skills until 80% had mastered the present skills. The mastery group performed significantly better on isolated skills than did the nonmastery and control groups. There was no significant difference between groups in the performance of skills in a competitive game situation.

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John H. Kerr and Susan Houge Mackenzie

The main objective was to further unravel the experience of motivation in an expert male skydiver by investigating: (1) his general experience of motivation and perception of the dangers of skydiving; (2) his pursuit of new challenges and learning new skills as factors in maintaining motivation; (3) evidence of a mastery-based confidence frame in his motivational experience. This was a unique case study informed by reversal theory. The participant’s perception of skydiving was that it was not a risky or dangerous activity and a primary motive for his involvement in skydiving was personal goal achievement. Maintaining control and mastery during skydiving was a key motivational element during his long career and pursuing new challenges and learning new skills was found to be important for his continued participation. Data indicated that his confidence frame was based on a telic-mastery state combination, which challenged previous reversal theory research findings and constructs.

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Nadia C. Valentini and Mary E. Rudisill

The intent of this study was to examine how students (ages 5.9 to 10.9 years) with and without disabilities benefit from an inclusive mastery climate intervention. Participants were randomly distributed into intervention (19 participants with disabilities and 31 participants without disabilities) and comparison (17 participants with disabilities and 37 without disabilities) groups. Participants performed the Test of Gross Motor Development before and after the intervention. The analyses revealed that children with and without disabilities who received the 12-week intervention demonstrated significant improvement in motor skill performance from pre- to post- intervention while the comparison group did not. These findings suggest that the mastery climate intervention provided similar learning opportunities for students with and without disabilities.

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Mary E. Rudisill

For 30 years I have been interested in achievement motivation and factors that influence children’s motivation to move and learn to move. This work has been grounded in achievement goal theory, which explains what motivates individuals by how success is perceived and competence is valued (Nicholls, 1989). According to this theory, behavioral outcomes are related to goal-oriented behaviors described as task (e.g., competence and success are self-referenced) or ego (e.g., competence and success are based on the reference of others). A task-oriented goal perspective has been associated with increased enjoyment and intrinsic motivation inmovement-related activities such as sport and physical activity. Achievement goal theory also proposes that environments can be structured to emphasize factors that determine one’s goal involvement and subsequent cognitions, affect, and behaviors. In this review, I discuss mastery motivational climates and the research we have conducted related to this topic over the years.