Goal orientations, self-determination and pupils' discipline in physical education

Self-based goals, underlying reasons, performance and discrete emotions among parkrunners

Introduction

A temporal sequence of hypothesized relationships was tested between self-based goals and their underlying reasons → stress appraisals → performance and emotions, among UK parkrunners. A conditional process model was also examined to ascertain the potential moderating role of self-determined reasons in explaining the indirect relationship of self-based goals predicting performance and emotions via stress appraisals.

Methods

Utilizing a prospective design, 324 parkrunners (Mage = 45.27; SD = 10.73 years) completed online measures of self-based goals, their underlying reasons at 7 days (T1), and stress appraisals at 24 h (T2), prior to their next UK parkrun. Performance data and discrete emotions (pride and shame) were reported 24 h post-parkrun (T3).

Results

Structural Equation Modeling revealed partial support for the hypothesized model. More specifically, findings suggested that: (1) T1 self-determined reasons underpinning a self-approach goal positively predicted T2 challenge appraisals and T3 pride, (2) T1 self-determined reasons for pursuing a self-avoidance goal corresponded to reduced T3 performance and shame, (3) T2 challenge and threat appraisals were found to positively relate to T3 pride, and (4) the slower parkrunners ran, the more shame they felt post-event. T2 challenge and threat appraisals were found to mediate the relationship between T1 self-determined reasons underlying a self-approach goal and T3 pride. Further analysis failed to support a conditional process model.

Discussion

Our findings suggest the intensity of pursuing a self-based goal does not matter at all, but underlying self-determined reasons are a key driver influencing stress appraisals, performance and subsequent emotions among parkrunners.

Impact of Applying Information and Communication Technology Tools in Physical Education Classes

The authors of the present study explored how ICT devices used in P.E. lessons determine psychomotor performance, perceived motivational climate, and motivation. The students were allowed to use ICT devices (smartphone, webpages, Facebook) during a four-week intervention. In the course of the research project aimed to assess the impact of the application of ICT devices on performance and motivation, the participants were divided into two test groups and one control group. The sample consisted of secondary school students including 21 males and 64 females with the Mage = 16.72 years. The results showed that in groups where ICT devices were used, performance (p = 0.04) and task orientation (p = 0.00) significantly improved. Meanwhile, in the group in which ICT devices were not used, the intervention resulted in improved performance (p = 0.00) and by the end of the project, this trend was coupled with increased Ego orientation (p = 0.00) and higher rate of amotivation (p = 0.04). It can be concluded that the use of ICT tools has a positive impact on performance and motivation.

Motivation, Discipline, and Academic Performance in Physical Education: A Holistic Approach From Achievement Goal and Self-Determination Theories

The analysis of disciplined behaviors and academic performance in a school context has become one of the main concerns within the educational community. Physical Education is highlighted as a key subject to analyze students' behavior. Researchers and Physical Education teachers are interested on the motivational processes that predict positive student outcomes in order to support them. Thus, the main purpose was to determine a predictive model of disciplined behaviors and academic performance in Physical Education students. The Achievement Goal Theory and Self-Determination Theory acted as the theoretical framework. A total of 919 Spanish secondary school students participated in the study. The studied variables were task-oriented motivational climate, basic psychological needs, autonomous motivation, disciplined behavior, and academic performance. Data collection included Spanish validated questionnaires. The Mplus statistical program was used to perform a structural equation model of prediction. It included antecedents (task-oriented climate), motivational processes (basic psychological needs and autonomous motivation), and consequences (disciplined behavior, Physical Education and overall students' performance). The results revealed that positive outcomes (discipline and academic performance in Physical Education) were positively predicted by autonomous motivation; autonomous motivation was positively predicted by basic psychological needs and these, in addition, by the task-oriented climate. The results highlighted the importance of the task-oriented motivational climate and the mediating role of the basic psychological needs and autonomous motivation in order to generate these positive student outcomes in Physical Education. This study could be a useful resource for teachers, since it offers the motivational variables that lead students to achieve disciplined behaviors and academic performance in Physical Education. Intervention programs based on the results of the present study could be applied in Physical Education classes in order to obtain better behavioral as well as cognitive positive student outcomes.

Verbal Encouragement and Between-Day Reliability During High-Intensity Functional Strength and Endurance Performance Testing

As verbal encouragement (VE) is used in high intensity functional exercise testing, this randomized controlled crossover study aimed at investigating whether VE affects high intensity functional strength and endurance performance testing. We further examined between-day variability of high intensity functional strength and endurance performance testing with and without VE. Nineteen experienced athletes (seven females and 12 males, age: 23.7 ± 4.3 years) performed a standardized one repetition maximum (1 RM) squat test and a 12-min high-intensity functional training (HIFT) workout [as many repetitions as possible (AMRAP)] on four different days over a 2-week period. Athletes randomly performed each test twice, either with VE or without (CON), with a minimum of 72 h rest between tests. Very good to excellent relative between-day reliability with slightly better values for strength testing (ICC: 0.99; CV: 3.5–4.1%) compared to endurance testing (ICC 0.87–0.95; CV: 3.9–7.3%) were observed. Interestingly, VE led to higher reliability during endurance testing. Mean squat strength depicted higher strength values with VE (107 ± 33 kg) compared to CON (105 ± 33 kg; p = 0.009, Cohen’s d: 0.06). AMRAP in the endurance test showed negligible differences between VE (182 ± 33 AMRAP) and CON (181 ± 35 AMRAP; p = 0.71, Cohen’s d: 0.03). In conclusion, the effects of VE do not notably exceed day-to-day variability during high intensity functional strength (CV: 3.5–4.1%) and endurance (CV: 3.9–7.3%) testing. However, high intensity functional strength and endurance testing with VE seems to be slightly more reliable, particularly during endurance testing.

Goal Orientations, Motivational Climate, Equality, and Discipline of Spanish Physical Education Students

This study analyzes how dispositional goal orientations and perception of different motivational climates are related to the students' perception of sex-related egalitarian treatment and the appearance of disciplined or undisciplined behaviors in physical education classes. Analyses showed that ego orientation is a predictor of undisciplined behavior. Task orientation was positively associated to discipline. The perception of task-involving motivational climate is related to the students' perception of equal treatment. On the contrary, the perception of ego-involving climate has been linked positively to the prediction of the perception of sex discrimination in physical education classes and negatively to the perception of equality and the appearance of disciplined behavior. This study discusses the implications of these results related to teaching instructional actions in physical education classes.

An investigation of motivational variables in CrossFit facilities

CrossFit is a growing fitness trend in the United States; however, little systematic research has addressed specific motivational principles within this unique exercise environment. The purpose of the study was to explore the influence of gender and membership time on perceptions of motivational climate and goals within the CrossFit environment. Specifically, people may set goals related to self-improvement (i.e., mastery) or focus on their performance in comparison to others (i.e., performance). Motivational climate refers to an individual's perception of being encouraged to focus on either mastery or performance goals from CrossFit trainers. A total of 144 members (88 females; 56 males) completed questionnaires to assess participants' perceptions of CrossFit goal structures and perceptions of the motivational climate encouraged by the trainer within their CrossFit box. Results indicated a significant main effect for gender on preferred goals (p ≤ 0.05), with males reporting higher levels of performance approach goals and females reporting higher levels of master avoidance goals. Participants who reported shorter membership times were found to have significantly higher mastery-related goals than individuals who reported longer membership times (p ≤ 0.05). The results from the study suggest that practitioners should consider how perceptions of the motivational climate and goals in group-based exercise settings such as CrossFit may vary based on demographic variables, and that these differences may impact how to most effectively motivate, encourage, and instruct group members, particularly with regard to helping members set goals that most effectively address their approach to the CrossFit regimen.

Twenty-five years of psychology in the Journal of Sports Sciences: a historical overview

We provide an overview of some of the outstanding papers published in the Journal over the last 25 years within the discipline of psychology. Altogether, almost 300 papers had been published in the Journal under the psychology banner at the start of its silver anniversary year. The greatest contribution of papers has come from the motor control and learning and sport psychology sub-areas, with papers focusing on exercise psychology being a more recent addition. Prominent research themes that have emerged from each of the different sub-areas are reviewed and some notable omissions highlighted. Finally, some issues for sport and exercise psychologists to consider in coming years are briefly highlighted.