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Effects of an Intervention With a University Recreation Center Staff to Foster a Caring, Task-Involving Climate

Theresa C. Brown and Mary D. Fry

This study examined the effects of a university recreation center intervention aimed at increasing members’ perceptions of a caring, task-involving climate. In addition, members’ perceptions of staff behaviors and their own behaviors were measured. College students (N = 282) completed questionnaires before and after an intervention designed to increase perceptions of a caring, task-involving climate. Results revealed the intervention did increase members’ perceptions of the caring, task-involving climate while reducing perceptions of the ego-involving climate. Members’ perceptions of the staff and their own positive behaviors also increased. The staff’s behaviors predicted members’ perceptions of the three types of climates; moreover, members’ perceptions of the ego-involving climate negatively predicted their caring, task-involving behaviors. The study suggests that members’ perceptions of the climate can be positively influenced through minimal training with recreation center staff and that the behaviors in which the staff engage are an antecedent to members’ perceptions of the motivational climate.

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Mindful Engagement Mediates the Relationship Between Motivational Climate Perceptions and Coachability for Male High School Athletes

Susumu Iwasaki, Mary D. Fry, and Candace M. Hogue

Research investigating motivational climate in sport has demonstrated a strong positive relationship between young athletes’ perceptions of a caring/task-involving climate and a range of positive outcomes, including high effort, intrinsic motivation, and prosocial behaviors ( Braithwaite, Spray

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The Relationship Between the Perceived Motivational Climate in Elite Collegiate Sport and Athlete Psychological Coping Skills

Mary D. Fry, Candace M. Hogue, Susumu Iwasaki, and Gloria B. Solomon

Research in sport psychology has revealed positive outcomes (e.g., effort, enjoyment, and sportspersonship) that occur when athletes perceive a caring/task-involving climate (C/TIC) on sport teams ( Fry & Moore, 2018 ), but studies have focused mainly on middle and high school-aged athletes

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Athletes’ Perceptions of Their Team Motivational Climate, Career Exploration and Engagement, and Athletic Identity

Kiira N. Poux and Mary D. Fry

The purpose of this study was to examine the relationship between studentathletes’ perceptions of the motivational climate on their sport teams and their own career exploration and engagement and athletic identity. Student-athletes (N = 101) from various National Collegiate Athletic Association Division I institutions were administered online surveys. Canonical correlation analysis was used to examine the relationship between the climate variables (i.e., caring, task, and ego) and athletic identity, career self-efficacy, and career exploration/engagement. One significant function emerged: Perceptions of a high task-involving climate and moderate caring climate were positively associated with athletes’ reporting higher athletic identity, career self-efficacy, and career exploration/engagement. Results suggest that Division I athletes may benefit from having coaches who foster a caring and task-involving team climate with regard to the athletes’ development as holistic individuals who spend their college years performing at a high level of sport and also preparing for their lives after college and sports.

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An Ego-Involving Motivational Climate Can Trigger Inflammation, a Threat Appraisal, and Basic Psychological Need Frustration in an Achievement Context

Candace M. Hogue

activity and/or motor learning-based settings (e.g., physical education class; Chamberlin et al., 2017 ; Fry & Moore, 2019 ; Gould et al., 2012 ; Harvey et al., 2023 ; Martin et al., 2016 ; Spruit et al., 2019 ). In task-involving climates (TICs), leaders treat mistakes as part of the learning

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Relationship Between Motivational Climate to Body Esteem and Social Physique Anxiety Within College Physical Activity Classes

Sheryl Miller and Mary Fry

climate, where the focus is on individuals’ effort and improvement. Instructors who foster a task-involving climate emphasize personal mastery of skills (as opposed to normative comparisons), foster cooperation among participants, and advocate that mistakes are part of the learning process ( Nicholls

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Psychosocial Climates Differentially Predict 12- to 14-Year-Old Competitive Soccer Players’ Goal Orientations

E. Whitney G. Moore and Karen Weiller-Abels

examine the effects of emphasizing effort, improvement, and cooperative learning (i.e., task-involving climate); or intra-group rivalry, punishment of mistakes, and favoritism (i.e., ego-involving climate) to understand the effect of the coach created climate on athletes’ motivation ( Fry & Moore, 2019

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The Relationship of Coach-Created Motivational Climate to Teamwork Behaviors in Female Collegiate Athletes

Derek M. Sokoloff, Trent A. Petrie, and Tsz Lun (Alan) Chu

athletes who work well as a team then come to perceive their coach as being more task-involving. Longitudinal studies are needed to validate the theoretically based temporal prediction that being part of a task-involving climate will lead athletes to engage more, and more effectively, in teamwork behaviors

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A Longitudinal Examination of the Relationship Between Perfectionism and Motivational Climate in Dance

Sanna M. Nordin-Bates, Andrew P. Hill, Jennifer Cumming, Imogen J. Aujla, and Emma Redding

The present study examined the relationship between dance-related perfectionism and perceptions of motivational climate in dance over time. In doing so, three possibilities were tested: (a) perfectionism affects perceptions of the motivational climate, (b) perceptions of the motivational climate affect perfectionism, and (c) the relationship is reciprocal. Two hundred seventy-one young dancers (M = 14.21 years old, SD = 1.96) from UK Centres for Advanced Training completed questionnaires twice, approximately 6 months apart. Cross-lagged analysis indicated that perfectionistic concerns led to increased perceptions of an ego-involving climate and decreased perceptions of a task-involving climate over time. In addition, perceptions of a task-involving climate led to increased perfectionistic strivings over time. The findings suggest that perfectionistic concerns may color perceptions of training/performing environments so that mistakes are deemed unacceptable and only superior performance is valued. They also suggest that perceptions of a task-involving climate in training/performing environments may encourage striving for excellence and perfection without promoting excessive concerns regarding their attainment.

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Effects of a Sport Education Intervention on Students’ Motivational Responses in Physical Education

Tristan L. Wallhead and Nikos Ntoumanis

This study looked at the influence of a Sport Education intervention program on students’ motivational responses in a high school physical education setting. Two intact groups were assigned curricular interventions: the Sport Education group (n = 25), which received eight 60-min lessons, and the comparison group (n = 26), which received a traditional teaching approach to sport-based activity. Pre- and postintervention measures of student enjoyment, perceived effort, perceived competence, goal orientations, perceived motivational climate, and perceived autonomy were obtained for both groups. Repeated-measures ANOVAs showed significant increases in student enjoyment and perceived effort in the Sport Education group only. Hierarchical regression analyses revealed that increases in task-involving climate and perceived autonomy explained a significant amount of unique variance in the Sport Education students’ postintervention enjoyment, perceived effort, and perceived competence responses. The results suggest that the Sport Education curriculum may increase perceptions of a task-involving climate and perceived autonomy, and in so doing, enhance the motivation of high school students toward physical education.