Manipulation of Motivational Climate in Physical Education: Effects of a Seven-Month Intervention

Autor/inn/en	Barkoukis, Vassilis; Tsorbatzoudis, Haralambos; Grouios, George
Titel	Manipulation of Motivational Climate in Physical Education: Effects of a Seven-Month Intervention
Quelle	In: European Physical Education Review, 14 (2008) 3, S.367-387 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1356-336X
DOI	10.1177/1356336X08095671
Schlagwörter	Control Groups; Physical Education; Intervention; Recognition (Achievement); Self Concept; Motivation; Cognitive Processes; Anxiety; Affective Behavior; Experimental Groups; High School Students; Questionnaires; Measures (Individuals); Physical Education Teachers; Foreign Countries; Greece + Suchen Sie Ihr Suchwort? Körpererziehung; Sportunterricht; Soziale Anerkennung; Selbstkonzept; psychologische; Motivation (psychologisch); Cognitive process; Kognitiver Prozess; Angst; Affective disturbance; Active behaviour; Affektive Störung; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Fragebogen; Messdaten; Physical education; Physical training; Teacher; Teachers; Sportlehrer; Ausland; Griechenland
Abstract	The objective of this study was to examine the impact of an intervention programme that manipulated task, authority, recognition, grouping, evaluation and time (TARGET) structures on the cognitive and affective response of students to their physical education (PE) lesson. The sample consisted of 374 high school students (M age = 13.8, S.D. = 0.73) assigned to either an intervention or a control group. The students completed measures of perceptions of motivational (task- and ego-involving) climate, dispositional achievement goals (task and ego orientation), intrinsic motivation and trait anxiety (cognitive processes, somatic anxiety and worry). The questionnaires were administered at the beginning and at the end of the academic year, that is, within a period of seven months. In between the two measurements, PE teachers taught the intervention group using the TARGET structures. The results of a Multilevel Random Coefficient Modelling indicated that students in the intervention group reported higher levels of teachers' emphasis on learning orientation, students' learning orientation, students' task orientation, enjoyment and perceived competence, and lower levels of worry after the intervention. These findings support the positive influence of TARGET structures on cognitive and affective responses of the students to PE lessons. (Contains 2 tables and 1 note.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10