A computer-based observational assessment of the teaching behaviours that influence motivational climate in Physical Education

Abstract

The primary purpose of this study was to use an established behavioural taxonomy (Ames, 1992b) as a computer-based observational coding system to assess the teaching behaviours that influence perceptions of the motivational climate in Physical Education (PE). The secondary purpose was to determine the degree of congruence between the behavioural assessment and pupils’ and teachers’ subjective perceptions of the climate.

Findings suggested an additive relationship between the TARGET structures with recognition and evaluation being the most influential in determining pupils’ climate perceptions. Comparisons between teachers’ and pupils’ perceptions revealed significant differences in perceptions of a performance climate. The implications for physical educators are discussed.