Motivational climate interventions in physical education: A meta-analysis

Braithwaite, Rock; Spray, Christopher M.; Warburton, Victoria E.

doi:10.1016/j.psychsport.2011.06.005

Cited by 174 publications

(200 citation statements)

References 51 publications

Supporting

Mentioning

155

Contrasting

Unclassified

Order By: Relevance

“…In a performance motivational climate instructors encourage social comparison, superficially stimulate students during learning process using on regulative evaluation and recompensing performance results (Ames, 1992;Ames & Archer, 1988;Murcia, Camacho, & Rodríguez, 2008;Keegan, Spray, Harwood, & Lavallee, 2010), and enhance thereby the competition among students complimenting the most talented students (Cervelló & Santos-Rosa, 2001;Nicholls, 1989;). Performance-related motivational climate induces feelings of anxiety, stress, confusion, boredom and withdrawal, as it prevails lack of motivation (Liukkonen, Barkoukis, Watt, & Jaakkola, 2010;Braithwaite, Spray, & Warburton, 2011;Cumming, Smoll, Smith, & Grossbard, 2007;Nerstad, Roberts, & Richardsen, 2013;Van De Pol et al, 2012;Granero-Gallegos et al, 2014;Ommundsen & KvalØ, 2007). Research has identified further behaviors and interactions that contribute to motivational climate, such as the influence between peers, based on promoting cooperation, support, affection, competition, disagreement and friendships (Vazou, Ntoumanis, & Duda, 2005;Keegan, Spray, Harwood, & Lavallee, 2009;Keegan, Spray, Harwood, & Lavallee, 2010;Beltman & Volet, 2007;Bengoechea & Strean, 2007;Weiss, Amorose, & Wilko, 2009).…”

Section: Motivational Climatementioning

confidence: 99%

Analyzing Networks of Verbal Aggressiveness and Motivation

Bekiari¹,

Deliligka²,

Hasanagas³

2017

PSYCH

View full text Add to dashboard Cite

Aim of this research is to analyze motivation and verbal aggressiveness as structure of relations and to detect their determinants. A university class of 62 students and 4 instructors has been analyzed as a network. In-and out-degree, degree, pagerank, katz and authority have been calculated. They were correlated (Spearman test) with several non-network variables such as economic status, age, gender, etc. Visone and SPSS have been used. Main results are the following: Mastery influence is a more common situation than influence aiming at performance and verbal aggressiveness which necessitate fanaticism or familiarity. Students with high grade are quite central in influencing and being influenced for learning pedagogic-psychological issues. In the case of learning biology (mastery), the teaching staff is the main stimulator in contrast to case of pedagogic-psychological field. The age and the experience of travelling abroad are also conducive to learning biology. Male students seem to be more influential than the female ones, as the sport is still perceived as a male-dominated field. Students interested in medicinal subjects are rather unable to stimulate others in sport issues, as there is a contextual deficit between medicinal and sport subjects. Female students seem to stimulate for improvement. Students interested in the medicinal subjects tend to be stimulated and to stimulate others to surpass performance limits. The desire for professional eminence also seems to discourage offenders indicating the existence of organization culture at the department. Travelling abroad for sport reasons increases offensiveness. Students originating from rural areas tend more to become target of offenses, indicating thus spatial-regional discrimination. Students of higher economic state are more deriding. The proposed typologies of motivation influence and verbal aggressiveness include the "invulnerable motivator" and the "vulnerable motivator" as well as the "strong motivator" and the "brawler" type.

show abstract

Section: Motivational Climatementioning

confidence: 99%

Analyzing Networks of Verbal Aggressiveness and Motivation

Bekiari¹,

Deliligka²,

Hasanagas³

2017

PSYCH

View full text Add to dashboard Cite

show abstract

“…Within this theory, different environmental factors that direct individuals to construct competence have been studied under the term "motivational climate". Parents, peers and, specially, coaches have been researched as key agents in the construction of motivational climates based on the way they relate to sport and athletes 4 .…”

Section: Introductionmentioning

confidence: 99%

“…They promote mastery-oriented individuals that try hard even when facing difficulties, show intrinsic interest in the different tasks, and persist over time 6 . Finally, they have been linked with confidence and enjoyment in physical activity settings 4 . In performance climates, success and failure are defined in normative terms, with an emphasis on outperforming teammates and opponents.…”

Section: Introductionmentioning

confidence: 99%

Epstein's TARGET Framework and Motivational Climate in Sport: Effects of a Field-Based, Long-Term Intervention Program

Cecchini

Fernández-Río

Méndez–Giménez

et al. 2014

International Journal of Sports Science & Coaching

View full text Add to dashboard Cite

The aim of this study was to assess the long-term effects that the manipulation of the motivational climate can produce on social factors, psychological mediators, motivation and behavioural consequences. 283 student-athletes with ages ranging from 14 to 18 years (M = 13,54 ± 1,31) completed a questionnaire that included the BPNES, the PLOC, the subscales cooperative learning and improvement of the PMCSQ-2, as well as persistence, effort and boredom subscales. Epstein's TARGET strategies were applied to the experimental group during 12 weeks by specially trained coaches. The repeated measures MANOVA showed significant changes in all variables in the experimental group in post-test 1.Furthermore, these changes were maintained in most variables six months after the intervention (post-test 2). No significant changes were observed in the control group. Finally, the results are discussed and future lines of intervention are proposed.

show abstract

“…De la observación se destaca a continuación las frecuencias más características de aparición de cada categoría que perfilarán las condiciones del entorno de aprendizaje de los estudiantes participantes en este estudio (Braithwaite, Spray, & Warburton, 2011). Atendiendo de forma específica al criterio autodeterminación, se puede apreciar cómo en todas las sesiones analizadas hay presencia de eventos referentes a cada una de sus categorías, destacando aquellas en las que el profesor apoya preferentemente las relaciones con los demás (41%).…”

Section: Discussionunclassified

El apoyo docente a las necesidades psicológicas básicas en las actividades acuáticas escolares: estudio observacional

Seral

Marcén

Nivela

2018

riaa

View full text Add to dashboard Cite

Antecedentes: La percepción del estudiante hacia el desarrollo de las necesidades psicológicas básicas en la educación física escolar ha sido analizado en numerosos estudios; pero son muy escasos los estudios centrados en esa línea en las actividades acuáticas y más aún, en el análisis del comportamiento docente en este ámbito. Objetivos: El propósito de este trabajo se ha centrado en el diseño y aplicación de un instrumento de observación válido para la evaluación del comportamiento docente hacia la promoción de las necesidades psicológicas básicas de los estudiantes en el desarrollo de contenidos acuáticos de educación física en educación primaria. Método: Aplicando la metodología observacional en contexto natural, se elabora un instrumento de observación de diseño observacional ideográfico, de seguimiento y multidimensional, aplicándose posteriormente en el desarrollo de una unidad didáctica de educación física escolar en el medio acuático. Resultados: Durante las intervenciones del profesor, principalmente se han observado de forma constante, eventos relacionados con las dimensiones autonomía, competencia y relación social; principalmente se desarrollan secuencias del tipo autonomía-relación social y competencia-relación social que llegan a definir patrones temporales en la intervención docente. Conclusiones: Este estudio pone de manifiesto que durante las sesiones de educación física escolar en el medio acuático se puede promocionar, por parte del profesorado y de forma efectiva, el desarrollo de los niveles de autonomía, percepción de la competencia y de relación social de los estudiantes. Palabras clave: Teoría de la autodeterminación, metodología observacional, educación física, estilo docente.

show abstract

Motivational climate interventions in physical education: A meta-analysis

Cited by 174 publications

References 51 publications

Analyzing Networks of Verbal Aggressiveness and Motivation

Analyzing Networks of Verbal Aggressiveness and Motivation

Epstein's TARGET Framework and Motivational Climate in Sport: Effects of a Field-Based, Long-Term Intervention Program

El apoyo docente a las necesidades psicológicas básicas en las actividades acuáticas escolares: estudio observacional

Contact Info

Product

Resources

About