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We explored the combined relationships between need satisfaction and need frustration and their simultaneous associations with motivation, well-being, and ill-being. Data from two cross-sectional samples that represent different physical activity contexts, physical education (N = 274; M age = 14.18 ± 1.42 years) and leisure-time sport (N = 160; M age = 22.98 ± 8.79 years), are reported. The identification of distinctive subgroups (need profiles) which had unique associations with motivation, wellbeing, and ill-being provided evidence for the distinct, yet co-occurring nature of need satisfaction and need frustration and the asymmetrical relationship between need satisfaction and need frustration. Our results suggest that experiencing need satisfaction without need frustration was the most adaptive need profile. Experiences of need satisfaction partly countered the effects of need frustration on motivation, well-being, and ill-being. The current study enhances our understanding of people's psychological need experiences, motivation, and psychological health though highlighting the importance of examining need satisfaction and need frustration in combination rather than isolation.

The purpose of this study was to examine the temporal patterns of approach-avoidance achievement goals, implicit theories of ability and perceived competence in physical education across the transition from primary to secondary school. We also evaluated the predictive utility of implicit theories and perceived competence with regard to achievement goal adoption, and determined the moderating influence of gender on temporal patterns and antecedent—goal relationships. One hundred and forty pupils (mean age at start of study = 11.37 years, SD = .28) completed measures of entity and incremental beliefs, perceived competence and goals on four occasions during a 12-month period. Mastery-approach, performance-approach and performance-avoidance goals, as well as entity and incremental beliefs, exhibited a linear decline over time. Mastery-avoidance goals showed no significant change. Girls exhibited a linear decline in perceived competence, whereas for boys the trajectory was curvilinear. Competence perceptions predicted initial scores, but not rate of change, on mastery-approach and both types of performance goals. Incremental beliefs predicted rate of change in mastery-approach goal adoption, whereas entity beliefs were associated with changes in performance-avoidance goals and initial scores on performance-approach goals. Limited differences between boys and girls in these antecedent—goal relationships were observed.

Objectives: The purpose of this study was to examine causal links between implicit beliefs about sport ability and situational achievement goals among 123 secondary school students (54 males, 69 females; mean ageZ13.40 years, SDZ1.18) from one school in the English Midlands. Cognitive, affective, and behavioural indicators were assessed to test for differences between two experimental groups (entity-induced and incremental-induced beliefs) and a control group in the face of achievement setbacks. Method: Field experiment. Results: Support was found for a causal link between sport ability beliefs and achievement goals both before and after failure on a sport task. Ability attributions for failure were stronger for entity theorists but there were no differences between groups on affective reactions and willingness to participate in a future training programme, probably due to high incremental beliefs in all participants. Conclusion: Discussion centres on the links between entity and incremental beliefs, achievement goals and motivational outcomes in youth sport. Moreover, implications for future studies that seek to manipulate individuals' sport ability beliefs are examined. q

This study examined the temporal patterns and concurrent effects of teachers and peers on the motivational climate to student’s achievement goal adoption in the physical education (PE) classroom. On three occasions, over the course of one school year, 655 students in Years 7, 8, and 9 of a secondary school completed measures of approach-avoidance goal adoption, perceptions of the teacher-created motivational climate and perceptions of the peer-created motivational climate in PE. Measures were taken towards the end of each school term. Perceptions of a teacher mastery climate were found to decrease over the course of the school year, while perceptions of a peer performance climate increased. Multilevel analyses considered the intraindividual, interindividual and interclass levels and revealed that perceptions of both the teacher and peer climate influenced student achievement goal adoption over the course of the school year. The findings indicate that future research would benefit from incorporating peer as well as teacher influences on the motivational climate in order to understand the dynamics of student motivation in the PE classroom

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Purpose: In light of the extensive empirical evidence that implicit theories have important motivational consequences for young people across a range of educational settings we seek to provide a summary of, and personal reflection on, implicit theory research and practice in physical education (PE). Overview: We first provide an introduction to the key constructs and theoretical propositions associated with implicit theories. We then include a brief summary of the research findings on ability beliefs in school PE, which we draw on to identify several key issues that we feel are crucial to furthering our understanding of this topic. We conclude by offering a number of ideas for future research and discuss the potential misinterpretation of implicit theories when applied to professional practice in PE. Conclusions: We argue that researchers need to address more nuanced questions around implicit theories to prevent this area of inquiry stalling. Moreover, we need to provide teachers with more specific recommendations to help them integrate theory and research into practice

The purpose of this study was to examine the temporal pattern of pupils' approachavoidance achievement goal adoption in physical education across Key Stage 3 of secondary school. Moreover, we determined the predictive utility of implicit theories of ability and perceived competence in explaining change in achievement goals, along with the moderating influence of pupils' year group. On four occasions, over a 9-month period, 511 pupils in Years 7, 8, and 9 completed measures of perceived competence, incremental and entity beliefs, and approach-avoidance goals. Masteryapproach, mastery-avoidance, and performance-avoidance goals exhibited a linear decline over time, whereas performance-approach goals showed no significant change. Theoretical propositions regarding the antecedents of approach-avoidance goal adoption were supported. Year group was found to moderate a number of these antecedent-goal relationships. Results suggest that Year 7 is a critical time for adolescents' motivation in school physical education.