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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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Predicting Satisfaction in Physical Education From Motivational Climate and Self-determined Motivation

Antonio Baena-Extremera, Manuel Gómez-López, Antonio Granero-Gallegos, and Maria del Mar Ortiz-Camacho

The purpose of this research study was to determine to what extent the motivational climate perceived by students in Physical Education (PE) classes predicts self-determined motivation, and satisfaction with physical education classes. Questionnaires were administered to 758 high school students aged 13-18 years. We used the Spanish versions of the PE adaptations of instruments: Sport Satisfaction Instrument, Sport Motivation Scale and Learning and Performance Orientations in PE Classes Questionnaire. We conducted a descriptive statistical analysis and correlations with structural equation modeling. The results showed the highest mean values in satisfaction/fun, intrinsic motivation and motivational task-oriented climate. By using a structural equation model, we found a positive association between a task-oriented climate and students’ intrinsic motivation (γ=.69) and their satisfaction in PE classes (β=.56).

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Motivational Pathways to Social and Pedagogical Inclusion in Physical Education

Terese Wilhelmsen, Marit Sørensen, and Ørnulf N. Seippel

perceive the climate to be both performance (PER) and mastery oriented (MAS), as well as autonomy supportive (AUS) ( n  = 18). The next configuration represents physically included children who perceived the climate to be mastery oriented and autonomy supportive, but low on performance orientation ( n

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The Emotional Experiences of Paralympic Swimming Medalists: Not All Wins and Losses Are Equal

Jeffrey Martin

promote task or performance orientations (e.g., swimming a fast time) to their athletes given that the goals linked to them are more controllable compared with goals generated by an ego or outcome orientation ( Martin, 2017 ; Martin & Gill, 1995 ). Given that the Paralympics are so focused on the outcome

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Competencies for a Healthy Physically Active Lifestyle—Reflections on the Model of Physical Activity-Related Health Competence

Johannes Carl, Gorden Sudeck, and Klaus Pfeifer

), excessive performance orientations (compatible with the “athletics” form), or exaggerated opponent orientations (compatible with the “competition” form). This point presumably marks the most important difference between both approaches. The PAHCO approach assumes that PA is only functional when it leads to

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Portuguese Students’ Perceptions About the Motivational Climate in Physical Education

Paulo Pereira, Fernando Santos, and Daniel A. Marinho

those in Grade 9 had a score of 4.15 ( SD  = 1.03). On the performance orientation scale, students in Grade 7 received an average score on the items of 3.53 ( SD  = 0.520), those in Grade 8, 3.42 ( SD  = 0.563), and those in Grade 9, 3.37 ( SD  = 0.535). Male students achieved an average score of 4

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Having a Goal Up Your Sleeve: Promoting a Mastery Climate in a Youth Football Academy Team

Niels N. Rossing, Michael Lykkeskov, Luc J. Martin, and Ludvig Johan Torp Rasmussen

to use behaviors that emphasized mastery versus performance orientations. Clearly, efforts to train coaches are a potential avenue for manipulating sport environments ( Lefebvre et al., 2016 ). However, such interventions require trained personnel for delivery and club resources, and assume the coach

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Coaching Through a “Gender Lens” May Reveal Myths That Hinder Female Athletes: A Multistudy Investigation

Jyoti Gosai, Sophia Jowett, and Daniel J.A. Rhind

soccer coaches perceptions of gender similarities and differences in coach–athlete and teammate relationships: Introducing the construct of relationship–performance orientation . The University of Minnesota Digital Conservancy . Norman , L. ( 2008 ). The UK

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Mental Performance Consultants’ Perspectives on Content and Delivery of Sport Psychology Services to Masters Athletes

Tyler Makepeace and Bradley W. Young

importance in not underestimating the competitive and performance-orientation of MAs ( Dionigi & O’Flynn, 2007 ; Young & Callary, 2018 ). Orientations toward winning, ranking, and achieving personal bests are important elements to the adult sport experience. Despite many MPCs’ screening responses being

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Coach Education and Learning Sources for Coaches of Masters Swimmers

Bettina Callary, Scott Rathwell, and Bradley W. Young

adaptable and “require distinct knowledge and skill sets to meet specific athletes’ developmental needs” (p. 78). Being able to adapt to individuals who vary in personal motives, participatory or performance-orientations, and age characteristics is indicative of excellent coaching with youth and very young