The Role of Perceived Competence in the Motivation of Physical Activity

Williams, Lavon; Gill, Diane L.

doi:10.1123/jsep.17.4.363

Cited by 84 publications

(62 citation statements)

References 32 publications

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“…Logistically, only a limited number of athletic teams could be examined. Although research examining gender differences in goal orientations has produced equivocal findings, there is some evidence that men and women differ in their goal orientations (Duda, 1988;Duda, Fox, Biddle, & Armstrong, 1992;Treasure & Roberts, 1994, White, Duda, & Keller, 1993Williams, 1994Williams, , 1995. Specifically, women are generally less ego oriented and more task oriented than men.…”

Section: Participantsmentioning

confidence: 91%

Contextual Influences and Goal Perspectives among Female Youth Sport Participants

Williams

1998

Research Quarterly for Exercise and Sport

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This study investigated two research questions: (1) do goal involvement and state anxiety vary between athletic games and athletic practices? and (2) do goal orientations change over the course of a competitive season as a function of the perceived team motivational climate? Middle school athletes (n = 127) were assessed on goal orientations, goal involvement, state anxiety, and motivational climate. Results indicated that athletes were more task involved and less anxious in practice than in game situations, and task goal orientation changed over the season relative to perceptions of mastery and performance climates. These results may indicate that sport offers an environment different from the academic setting and that mainstream psychology theories need to be adapted for the sport context.

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Section: Participantsmentioning

confidence: 91%

Contextual Influences and Goal Perspectives among Female Youth Sport Participants

Williams

1998

Research Quarterly for Exercise and Sport

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“…According to the theory of Nicholls (1989), inter-personal differences exist in the way with which the people perceive their ability and define success. Thus, in environments of achievement such as the school and sports, two different objectives independent with each other are revealed, the objective of task and ego reinforcement (Duda & Nicholls, 1992;Li, Harmer et al, 1998;Nicholls, 1989;Williams & Gill, 1995). Individuals, who are task-orientated conceive success and judge their ability on the basis of their own efforts and personal improvement.…”

Section: Personal Orientationsmentioning

confidence: 99%

Exploring Instructors’ Verbal Aggressiveness and Students’ Personal Orientations and Reasons of Discipline in Physical Education Class

Bekiari¹,

Tsiana²

2016

APE

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In this study we examined associations among physical education instructors' verbal aggressiveness as perceived by students and students' task and ego orientations and reasons for discipline. The sample consisted of 283 Greek adolescent students (124 males, 159 females) aged 10 -14 years old (M = 12.6, SD = .94) from primary and secondary schools who completed three types of questionnaires during physical education classes. The results supported the internal consistency of the instruments. MANOVA's findings supported that there is a significant dependence between school classes on the factors of each questionnaire. Specifically, the 2 nd grade of secondary school proved to have the lower score on verbal aggressiveness, the 2 nd grade of secondary school the higher score on ego-orientation, the 1 st grade of secondary school the higher score on external reasons of discipline and the 5 th grade of primary school the lower score on caring reasons. Correlational analysis indicated that perceived instructors' verbal aggressiveness was positively related to students' ego orientation, external reasons, introjected reasons, no reasons, and self-responsibility reasons for discipline. Significant negative correlations were noted for instructors' verbal aggression with students' task orientation, intrinsic reasons and caring reasons for discipline. The results of regression analysis revealed that perceived instructors' verbal aggressiveness could significantly predict the variables of students' personal orientations and external reasons, intrinsic reasons and self-responsibility reasons for discipline. Distinct types of disciplined students are also proposed: 1) the "obedient" and 2) "altruist". The findings and implications of the contribution of instructors' verbal aggressive behavior to the students' personal orientations and reasons for discipline are further discussed as well as future research suggestions.

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“…de facto, são vários os estudos que fornecem suporte para a sugestão da importância e impacte assumido pela competência percebida (97) , pertença social (78) e autonomia (92) ao nível da motivação intrínseca. segundo Cechinni e colaboradores (11) , uma revisão de diversos estudos mostrou que quanto mais autonomia, esforço e progresso são promovidos pelos treinadores mais os atletas se motivam de forma autodeterminada; bem como evidenciou que formas de motivação menos autodeterminada, relacionadas com objectivos orientados para o ego, levavam ao abandono da actividade praticada.…”

Section: -Rpcd 10 (2)unclassified