The mastery approach to coaching is a cognitive-behavioral intervention designed to promote a mastery-involving motivational climate, shown in previous research to be related to lower anxiety in athletes. We tested the effects of this intervention on motivational climate and on changes in male and female athletes’ cognitive and somatic performance anxiety over the course of a basketball season. Hierarchical linear modeling analyses revealed that the athletes in the intervention condition perceived their coaches as being more mastery-involving on the Motivational Climate Scale for Youth Sports when compared to athletes in an untreated control condition. Relative to athletes who played for untrained coaches, those who played for the trained coaches exhibited decreases on all subscales of the Sport Anxiety Scale-2 and on total anxiety score from preseason to late season. Control group athletes reported increases in anxiety over the season. The intervention had equally positive effects on boys and girls teams.
Ronald E. Smith, Frank L. Smoll, and Sean P. Cumming
Frank L. Smoll, Ronald E. Smith, and Sean P. Cumming
Mastery-oriented motivational climates and achievement goal orientations have been associated with a range of salutary and clinically relevant outcomes in both educational and sport research. In view of this, an intervention was developed for youth sport coaches designed to promote a mastery motivational climate, and a field experiment was conducted to assess its effects on changes in athletes’ achievement goal orientations over the course of a sport season. The experimental group was comprised of 155 boys and girls, who played for 20 basketball coaches; 70 youngsters played for 17 control group coaches. The coach intervention resulted in higher Mastery-climate scores and lower Ego-climate scores compared with the control condition, and athletes who played for the trained coaches exhibited significant increases in Mastery goal orientation scores and significant decreases in Ego-orientation scores across the season, whereas control group participants did not. Practical and theoretical implications of the findings are discussed.
John C. K. Wang, Woon Chia Liu, Nikos L. D. Chatzisarantis, and Coral B. S. Lim
The purpose of the current study was to examine the influence of perceived motivational climate on achievement goals in physical education using a structural equation mixture modeling (SEMM) analysis. Within one analysis, we identified groups of students with homogenous profiles in perceptions of motivational climate and examined the relationships between motivational climate, 2 × 2 achievement goals, and affect, concurrently. The findings of the current study showed that there were at least two distinct groups of students with differing perceptions of motivational climate: one group of students had much higher perceptions in both climates compared with the other group. Regardless of their grouping, the relationships between motivational climate, achievement goals, and enjoyment seemed to be invariant. Mastery climate predicted the adoption of mastery-approach and mastery-avoidance goals; performance climate was related to performance-approach and performance-avoidance goals. Mastery-approach goal had a strong positive effect while performance-avoidance had a small negative effect on enjoyment. Overall, it was concluded that only perception of a mastery motivational climate in physical education may foster intrinsic interest in physical education through adoption of mastery-approach goals.
Nathan Smith, Damien Tessier, Yannis Tzioumakis, Eleanor Quested, Paul Appleton, Philippe Sarrazin, Athanasios Papaioannou, and Joan L. Duda
This article outlines the development and validation of the Multidimensional Motivational Climate Observation System (MMCOS). Drawing from an integration of the dimensions of the social environment emphasized within achievement goal theory and self-determination theory (as assumed within Duda’s  conceptualization of “empowering” and “disempowering” climates), the MMCOS was developed to enable an objective assessment of the coach-created motivational environment in sport. Study 1 supported the initial validity and reliability of the newly developed observation system. Study 2 further examined the interobserver reliability and factorial structure of the MMCOS. Study 3 explored the predictive validity of the observational system in relation to athletes’ reported basic psychological need satisfaction. Overall, the results of these studies provide preliminary support for the inter- and intraobserver reliability, as well as factorial and predictive validity of the MMCOS. Suggestions for the use of this observational system in future research in sport are provided.
Rachel E. Brinkman-Majewski and Windee M. Weiss
the rehabilitation environment can be investigated in terms of the motivational climate, which has previously been examined in the education and sport domains using achievement goal theory. 8 , 9 The motivational climate is the environment, within an achievement setting, created by influential
María Sol Alvarez, Isabel Balaguer, Isabel Castillo, and Joan L. Duda
Drawing from the theories of self-determination (SDT; Ryan & Deci, 2000) achievement goals (AGT; Nicholls, 1989), and, in particular, Vallerand’s four-stage casual sequence embedded in his hierarchical model of intrinsic and extrinsic motivation (HMIEM; Vallerand, 1997, 2001), this study tested a motivational model in the sport context via structural equation modeling (SEM). Based on the responses of 370 young male soccer players (M age = 14.77), the path analysis results offered overall support for the proposed model. A perceived task-involving climate emerged as a positive predictor of the satisfaction of the three psychological needs, while a perceived ego-involving climate was a negative predictor of related-ness satisfaction. The results also support positive paths between satisfaction of the three psychological needs and intrinsic motivation, while intrinsic motivation was positively linked to subjective vitality and future intention to participate. The implications of the coach-created motivational climate are discussed in the light of its implications for the quality and potential maintenance of sport involvement among young athletes.
Candace M. Hogue, Mary D. Fry, Andrew C. Fry, and Sarah D. Pressman
Research in achievement goal perspective theory suggests that the creation of a caring/task-involving (C/TI) climate results in more advantageous psychological and behavioral responses relative to an ego-involving (EI) climate; however, research has not yet examined the physiological consequences associated with psychological stress in relation to climate. Given the possible health and fitness implications of certain physiological stress responses, it is critical to understand this association. Thus, the purpose of this study was to examine whether an EI climate procures increases in the stress-responsive hormone cortisol, as well as negative psychological changes, following the learning of a new skill, compared with a C/TI climate. Participants (n = 107) were randomized to a C/TI or an EI climate in which they learned how to juggle for 30 min over the course of 2 hr. Seven salivary cortisol samples were collected during this period. Results indicated that EI participants experienced greater cortisol responses after the juggling session and significantly greater anxiety, stress, shame, and self-consciousness relative to C/TI participants. In contrast, the C/TI participants reported greater enjoyment, effort, self-confidence, and interest and excitement regarding future juggling than the EI participants. These findings indicate that motivational climates may have a significant impact on both the physiological and psychological responses of participants.
Maxime Mastagli, Aurélie Van Hoye, Jean-Philippe Hainaut, and Benoît Bolmont
; Nicholls, 1984 ) have identified antecedents of these two desirable outcomes, such as basic psychological needs satisfaction (i.e., autonomy, competence, and relatedness) that are affected by the motivational climate ( Vasconcellos et al., 2019 ). Based on the theoretical tenets of SDT and AGT, the present
Daniel Milton, Paul R. Appleton, Anna Bryant, and Joan L. Duda
is the teacher-created motivational climate ( Duda, Papaioannou, Appleton, Quested, & Krommidas, 2014 ). Recently, Duda ( 2013 ) and Duda and Appleton ( 2016 ) suggested a hierarchical and multidimensional conceptualization of the coach-created motivational climate that integrates the major social
Lindsay E. Kipp, Nicole D. Bolter, and Alison Phillips Reichter
healthy behaviors. One influential aspect of the social context is motivational climate, which is guided by how the coach structures sport practices and evaluates athletes ( 1 ). In a mastery motivational climate, coaches use individual-referenced criteria as keys to success (eg, effort, learning