PurposeThe purpose of this quantitative review was to summarize the state of Elliot's Hierarchical Model of Approach and Avoidance Motivation, specifically the antecedents of the 2 × 2 achievement goals in the sport, physical activity, and physical education literature. In addition, the intercorrelations amongst the 2 × 2 goals were also examined.MethodsA systematic review of the literature was conducted. Meta-analytic procedures were used with the mean weighted sample correlation (rw) as the effect size metric. The antecedents were coded by Elliot's (1999) antecedent categories. A number of moderators were coded a priori.ResultsBased on a fixed effects model from 47 published studies (total unique n = 15,413) that met inclusion criteria, the 2 × 2 achievement goals were significantly correlated amongst each other ranging from small to medium to large in meaningfulness. Concerning the antecedents, overall they were theoretically correct in associations, but only a few of the relationships were medium in meaningfulness. Most relationships were small in meaningfulness. Heterogeneity was present for the interrcorrelation and antecedent analyses.ConclusionFuture research is encouraged to grow and enrich the understanding of achievement goals within Elliot's complete Hierarchical Model of Approach and Avoidance Motivation to include both antecedents and outcomes simultaneously to improve upon the understanding of achievement motivation in sport, exercise, and physical activity settings.

Physical inactivity is a global concern. Physical educators have direct access to children. Researchers have investigated the benefits of student perceived physical education (PE) autonomy-supportive instruction in PE and leisure-time (LT). Hence, a fixed-effect meta-analysis was conducted to gain an understanding of the direct effects of perceived PE autonomy-supportive instruction on a number of student outcomes. In total, 39 correlation based studies totaling 23,554 participants were analyzed with mean weighted correlation (r w ) as the analyzed effect size. Nearly all effect sizes were statistically significant (p < .01). Effect sizes in PE ranged in meaningfulness from large to small across the PE categories of basic needs, emotions, motivational processes and behaviors, physical activity self-esteem, physical activity motivation, and general self-esteem/concept. For LT, effect sizes were mostly medium to small across the basics needs, motivation processes, and physical activity categories. Thus, though student perceived PE teacher autonomy-support instruction was meaningfully related to basics needs, higher level motivational processes (i.e. intrinsic motivation), and positive emotions in PE and LT, the relationships were small in meaningfulness with regards to physical activity. Future research must elucidate how perceived PE teacher autonomy-support instruction may directly improve children's physical activity to combat the global inactivity epidemic.Key words: instruction; Self-Determination Theory (SDT); quantitative review; physical education teachers. AbstractCorrespondence/correspondencia: Marc Lochbaum Texas Tech University. United States Email: marc.lochbaum@ttu.edu La inactividad física es una preocupación a nivel mundial. Los educadores físicos tienen acceso directo a los niños. Los investigadores han estudiado los beneficios percibidos en educación física (EP) por los estudiantes respecto a la formación en educación física de apoyo a la autonomía tanto en la educación física como en el tiempo libre (TL). Por ende, se realizó un meta-análisis de efecto fijo con el fin comprender los efectos directos de la percepción de formación de apoyo a la autonomía en PE en los resultados de un grupo de estudiantes. En total, se analizaron 39 estudios de correlación con un total de 23.554 participantes analizados según la correlación de medias ponderada (r w ) y el tamaño del efecto analizado. Casi todos los tamaños del efecto fueron estadísticamente significativos (p < 0.01). Los tamaños del efecto en PE oscilaban, de mayor a menor, a través de las categorías de necesidades básicas de educación física, las emociones, los procesos y los comportamientos de motivación, la autoestima y la motivación en la actividad física y la autoestima en general, como concepto. En LT los tamaños del efecto eran, en su mayoría, de medianos a pequeños en la categoría de necesidades básicas, procesos de motivación y actividad física. Por lo tanto, aunque la instrucción de ayuda a la autonomía del profesor de educación física fu...

Abstract.Purpose: was to examine the 2 × 2 achievement goal profiles of Chilean young adults regularly participating in competitive and recreational sport. Materials: participants were 108 female and 132 males who were recruited from the Valparaiso and Viña del Mar areas of Chile. Participants completed a valid and reliable measure of the 2 × 2 achievement goals referenced to sport participation. Results: indicated that the entire sample significantly (p < .05) and very meaningfully (Hedges' g range 1.13 -2.91) endorsed the mastery-approach goal more so than the other three achievement goals. Male participants significantly (p < .05) endorsed both approach goals and the mastery goal contrast more so than the female participants. These differences approached medium in meaningfulness (Hedges' g range .40 -.46). Significant differences did not exist between competitive and recreational athletes on any of the achievement goals or goal contrasts. Confirming the lack of significant differences were the computed small to negligible in magnitude effect sizes. Conclusions: the present data were a first look into profiling sport participants on the 2 × 2 achievement goals in Chile. Given this sample of Chilean participants endorsed the performance goals far less than found in the sport psychology 2 × 2 achievement goal literature, more research is needed before these results are generalized to Chilean sport participants. Future research must also examine the relationships of antecedents and consequences to the 2 × 2 achievement goals to advance sport psychology in Chile.