A cross-cultural study of motivational climate in physical education lessons in the UK and Singapore.

Published on Jan 1, 2006in International Journal of Sport Psychology0.6
Kevin Morgan16
Estimated H-index: 16
John Sproule26
Estimated H-index: 26
(Edin.: University of Edinburgh)
+ 2 AuthorsJohn C. K. Wang20
Estimated H-index: 20
📖 Papers frequently viewed together
#1Kevin MorganH-Index: 113
#2John Sproule (Edin.: University of Edinburgh)H-Index: 26
Last. Kieran KingstonH-Index: 11
view all 3 authors...
#1Kim ByoungJunH-Index: 1
#2L. Williams (Purdue University)H-Index: 1
Last. Diane L. GillH-Index: 41
view all 3 authors...
#1Matthew D. Curtner-Smith (UA: University of Alabama)H-Index: 24
#2John R. Todorovich (UF: University of Florida)H-Index: 9
This paper describes the Physical Education Climate Assessment Instrument designed for systematic observation and to quantify variables associated with different types of objective motivational climates created by teachers and coaches in physical education and sports practices. The theoretical framework which guided the development is outlined with recording procedures and methods by which data can be summarized. In addition, estimates of validity, reliability, and feasibility are reported.
This study investigated the effects of manipulating the motivational climate in athletics lessons to be mastery oriented on pupils’ perceptions of the motivational climate, achievement goal orientations and cognitive and affective responses. A total of 153 male and female secondary school pupils were involved in the study over a period of seven weeks. Eighty pupils participated in the mastery intervention programme (experimental group) which implemented Epstein’s (1989) TARGET teaching structure...
In recent years evidence has accumulated to document the importance of physical activity to lifelong health and fitness. This paper is based on the assumption that a primary goal of physical education is to promote lifetime physical activity. Common misconceptions are described and alternatives for change are proposed: (a) recognizing the unique physical activity needs of youth; (b) promoting opportunities for girls; (c) changing our focus from fitness to physical activity; (d) promoting self-es...
#1Nikos Ntoumanis (University of Exeter)H-Index: 81
#2Stuart J. H. Biddle (Lboro: Loughborough University)H-Index: 118
Here we provide, within a social-cognitive framework, a critical review of research on the motivational impact of different psychological climates in physical activity. Motivational, cognitive, affective and behavioural outcomes are considered in sport, school physical education and exercise. We first review laboratory and field studies that tried to manipulate the perceived structures of motivational environments and to examine the subsequent outcomes on participants' cognitive and affective re...
#1J WhiteheadH-Index: 1
#2Joan L. DudaH-Index: 101
#1Melinda A. Solmon (UMD: University of Maryland, College Park)H-Index: 36
Goal theory asserts that a task-involved climate is associated with adaptive behavior patterns such as persisting in practice. Conversely, individuals in an ego-oriented climate are deemed at risk for maladaptive behaviors when they experience failure or encounter difficulty performing a task. Results of previous research have relied primarily on self-report data rather than analysis of overt behavior. This study investigated differences in students' practice behaviors and perceptions of the mot...
This study examined how perceived motivational climate in physical education is related to (a) perceptions of teachers’ differential treatment toward high and low achievers, (b) reported motivation and anxiety of children with high and low perceived competence during play or exercise with high- or low-ability children. One thousand three hundred ninety-three high school students completed measures of the above variables. The perception of teacher’s differential treatment was positively related t...
#1Michael MawerH-Index: 1
Part 1 Introduction: Becoming a Physical Education Teacher: Why teach PE? Images of teaching Physical Education Stages in teacher development. Part 2 The new teacher of Physical Education: Introduction Being a student teacher of Physical Education Student Teachers' early lessons Reflections on teaching practice and preparing for the first post in school Starting to teach - The First term in teaching First encounters in the new school Becoming aware of effective teaching skills Starting to teach:...
Cited By4
#1Shirley Gray (Edin.: University of Edinburgh)H-Index: 7
#2John Sproule (Edin.: University of Edinburgh)H-Index: 26
Background: To develop pupils’ team invasion games (TIG) performance within physical education (PE), practitioners have traditionally adopted teacher-centred, skill-focused approaches. Teaching Games for Understanding and the Tactical approach are alternative approaches to TIG teaching that aim to develop overall game performance, including decision-making performance. Purpose: The main purpose of this study was to conduct an ecologically valid investigation into the effects a tactical teaching ...
#1Michael McNeillH-Index: 10
#2Joan Marian FryH-Index: 6
Last. Johari Md. HairilH-Index: 1
view all 3 authors...
#1Michael McNeill (NTU: Nanyang Technological University)H-Index: 10
#2Joan Marian Fry (NTU: Nanyang Technological University)H-Index: 5
As a school subject, physical education (PE) in Singapore took on its own shape with the introduction of a conceptual games teaching approach in response to the national government's ‘Thinking Schools, Learning Nation’ policy of the late 1990s. With the recent media attention on hosting two main international events (Asian Youth Games and the inaugural Youth Olympic Games), aspects of PE as a school subject have been scrutinised. Particularly, the isolation of physical fitness training and testi...
#1Shirley Gray (Edin.: University of Edinburgh)H-Index: 6
#2John Sproule (Edin.: University of Edinburgh)H-Index: 26
Last. Kevin Morgan (Cardiff Metropolitan University)H-Index: 16
view all 3 authors...
Team invasion games (TIG) make up a large part of the PE curriculum in Scottish schools. It is important, therefore, to understand the environmental conditions that contribute to pupils’ motivation to learn to play TIG. Consequently, this study aimed to identify the teaching behaviours exhibited when teaching TIG using a game-based approach and a skill-focused approach to teach secondary 1 (S1) basketball. Additionally, this study investigated pupils’ and teachers’ thoughts about their experienc...
This website uses cookies.
We use cookies to improve your online experience. By continuing to use our website we assume you agree to the placement of these cookies.
To learn more, you can find in our Privacy Policy.