Relationships between perceived motivational climate, self efficacy, and it’s [sic] impact on physical activity intentions, in secondary school physical education
University of Wales Institute Cardiff
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This study examined the relationship between perceived motivational climate, children’s self efficacy, and the impact they have on physical activity intentions in secondary school Physical Education lessons. A total of 89 (M=45 F=44) male and female secondary school pupils in year 9, (M=13.3), in a school in Dorset, South West England, were involved in the study. Participants were asked to complete a short questionnaire assessing the motivational climate in their Physical Education experience, their self efficacy, and intentions to be physically active. Results of correlation analysis revealed pupils’ perception of the motivational climate, its effect on self efficacy, and the impact of both of these on their intentions to be physically active. The main results of the study revealed statistically significant positive relationships between a mastery motivational climate and perceived physical ability, a mastery motivational climate and intentions to be physically active, and the use of performance-avoidance strategies and perceived physical ability. Somewhat unexpectedly, a statistically significant negative relationship was found between intentions to be physically active and physical self-presentation confidence. Although this study is exploratory and results only allow tentative conclusions to be drawn, the implications are directly applicable and may be of interest to teachers, coaches, and other sports practitioners in helping them to be aware of the importance of creating a motivational climate which includes a mastery approach, and thereby a positive environment for children to participate in sport. It can be concluded that further examination of the relationship between the motivational climate, self efficacy, and intentions to be physically active would be beneficial to even more effective teaching of PE in schools. These findings and implications of them are discussed in further detail, and an indication of directions for future research is given, in the main report
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