2 x 2 achievement goals profilEs in chilean CompetiTIve and recreational athletes: a first look

Abstract

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.

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“…In researches of different authors (Lopat'yev, 2007;Lopat'yev, Vlasov, & Trach, 2013;Iermakov, Arziutov, & Jagiełło, 2016;Bliznevsky, Kudryavtsev, Iermakov, & Jagiełło, 2016) conceptual approaches to simulation of training process and development of motor abilities in physical education and sports were worked out. Besides, models of motor abilities training are regarded, which can be used for current and summarizing control of children's and adolescents' fitness (Lochbaum et al, 2016;Tuisheva et al, 2015); control becomes more effective, when applying models, which correspond age characteristics of pupils.…”

Adaptation of Ruffier’s Test for Assessment of Heart Workability of Students With Health Problems

“…Among them there are: − Increase of motivation component of sports practicing [25,36] considering students' reactions to physical loads [46]; − Optimization of physical loads' volumes for students, considering their individual fitness [26,40,41,65]; − Reduction of environmental and harmful habits' negative influence [50,51]; − Application of modern and new training methods [61,63]; − Organization of proper pedagogic control in trainings of students with different fitness [28,47]; − Raising of health criteria, considering psychological factors' influence [48,52] and health culture formation [71]; − Implementation of physical education pedagogic technologies in the process of training of students with different nosologies [22,54,59,62]; − Application of health related students' trainings with sport competition elements [57]; − Individual approach in choice of strategy, tactic and methodological provisioning of physical rehabilitation for students with pathologies [45,67]; Important criterion of the listed above approaches to students' health improvement is students' workability. Among approaches to increase students' workability we can name: − Weakening of chronic fatigue under different loads [39,43]; − Determination of motor and sports rank places in students' leisure hierarchy [42]; − Adaptation to physical loads [37].…”

Individualization Factors of Students’ Physical Education at Modern Stage of Its Realization

“…health [22,35]; − Students' leisure motor activity [31]; − Substantiation of pedagogic technology of disabled students' physical education [21]; − Sport and health related competition activity [24,32,36]; − Simulation of students' sport functioning [23,29,30].…”