It Ain’t What You Do, It’s the Way that You Do It! Teaching Style Affects Children’s Motivation in Track and Field Lessons

Γούδας, Μάριος; Biddle, Stuart J. H.; Fox, Kenneth; Underwood, Martin

doi:10.1123/tsp.9.3.254

Cited by 119 publications

(115 citation statements)

References 14 publications

(13 reference statements)

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“…Our results demonstrate once again the importance of the PE teacher as a transmitter of values and a significant other in the psychological and social development of students (28,37,38,(50)(51)(52)57). This fact leads us to conclude that there is a need to carry out more intervention studies whose objective is to train the teaching staff to incorporate instructional methods that favor mastery-oriented climates in their classes.…”

Section: Discussionmentioning

confidence: 86%

“…Some of these studies have pointed out the need to carry out multicultural research to analyze whether this effect is produced in students of different religions, cultures, or races (38). For the time being, with the knowledge we currently possess, it seems reasonable to predict that, in cultures with democratic values, where giving opportunities to all students is a primary educational value, the mastery motivational climate will favor not only the intrinsic motivation and the intention of the students to carry out physical activity and sport, but also the personal and social development of the pupils.Our results demonstrate once again the importance of the PE teacher as a transmitter of values and a significant other in the psychological and social development of students (28,37,38,(50)(51)(52)57). This fact leads us to conclude that there is a need to carry out more intervention studies whose objective is to train the teaching staff to incorporate instructional methods that favor mastery-oriented climates in their classes.…”

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confidence: 86%

Section: Introductionmentioning

confidence: 99%

“…PE can be a very appropriate context in which to encourage young people to practice sport or do exercise at the present time and promote future physical activity or sport habits. The intention expressed by students to practice sport or 2 Escartí and Gutiérrez physical activity can be both a good indicator of the motivation toward this activity as well as a strong predictor of this behavior (28).…”

Section: Introductionmentioning

confidence: 99%

“…The subject's significant adults structure both real and psychological environments that encourage the adoption of one goal orientation or the other. Specifically, the research shows that the teacher is an agent of prime importance in influencing students' perceptions of competence and their intrinsic motivation (15,16,28,47,50,56,57).The motivational climate concept was introduced by Ames (1, 3) to designate the different atmospheres created by the significant adults in the achievement environments. The study by Ames and his collaborators focused mainly on the school environment and analyzed the elements that made up the motivational climate and the way in which these elements can be used to create, in Ames' terms, either a climate of mastery in which teachers transmit to the students that the important goal is to learn, progress, and achieve personal goals through work and effort, or a climate of competitiveness, in which social comparison, interpersonal competition, and final result are emphasized as determining the success achieved.…”

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confidence: 99%

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Influence of the motivational climate in physical education on the intention to practice physical activity or sport

Escartí

Gutiérrez

2001

European Journal of Sport Science

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This study is based on the achievement goal theory and intended to verify the effects of the motivational climate of the physical education (PE) on students' motivation, interest, and intention to practice physical activity or sport. In order to meet these objectives, 975 participants, from 13 to 18 years of age, completed the following instruments: PECCS, TEOSQ, IMI, Satisfaction Scale, and the Intention to Practice Physical Activity or Sport. The data were analyzed by means of Structural Equation Modeling (SEM). The results confirmed that the mastery dimension of motivational climate has an influence, directly or indirectly, on task orientation, the three dimensions of intrinsic motivation-interest, perceived competence, and satisfaction-and the intention to practice physical activity or sport, in contrast to ego orientation. On the other hand, the comparison dimension of the motivational climate demonstrated specific effects on each of the variables analyzed, increasing the tension-pressure and negatively affecting the enjoyment and interest of the students. Therefore, in PE, a motivational climate oriented more toward mastery, rather than a competitive climate, should be promoted.Key Words: motivational climate, physical education classes, goal orientation, intrinsic motivation, intention to practice physical activity Key Points:•The mastery dimension of motivational climate, pursuit of progress by pupils, has a direct influence on task orientation.•The comparison dimension of motivational climate, pursuit of comparison by pupils, has a direct influence on ego orientation.•The mastery dimension of motivational climate has an indirect influence on intention to practice.•The comparison dimension of motivational climate, worries about mistakes, has a direct influence on tension-pressure and an indirect influence on intention to practice. IntroductionIn the area of physical education (PE) and sport sciences, one of the topics of study that has aroused great interest in the last decade is the study of the motivational climate that teachers create in their classes, as well as the implications that this climate has on the motivation and intention of the students to practice sport or do exercise. PE can be a very appropriate context in which to encourage young people to practice sport or do exercise at the present time and promote future physical activity or sport habits. The intention expressed by students to practice sport or Escartí and Gutiérrez physical activity can be both a good indicator of the motivation toward this activity as well as a strong predictor of this behavior (28).The most widely used theory in the last two decades to analyze the motivational processes in sports and educational contexts has been the achievement goal theory (1,2,22,30,33,34). This theory considers that people in achievement situations wish to demonstrate competence and that this desire leads them to develop two fundamental achievement goals, one related to selfreferenced parameters (task orientation), and the other with competiti...

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