Effects of teaching behaviours on motivational processes in physical education

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Author
Morgan, Kevin
Date
2005Type
Thesis
Publisher
University of Wales Institute Cardiff
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Show full item recordAbstract
This thesis comprises of a collection of four research studies in the area of
motivational climate in physical education (PE). In the first study, a computer based
observational measure of the teaching behaviours that influence motivational climate
(TARGET) was developed and the degree of congruence between the observational
measure and pupils' and teachers' subjective perceptions of the motivational climate
was evaluated. Results revealed mastery and performance involving teaching
behaviours, congruency between teaching behaviours and subjective perceptions of
the climate, and significant differences between teachers' and pupils' perceptions of
the motivational climate. The second study further validated the measure of teaching
behaviours by comparing teacher behaviours and pupils' perceptions of the
motivational climate in a cross-cultural study. Results indicated significantly higher
levels of performance involving teaching behaviours and higher levels of a perceived
performance climate in Singapore compared to the UK. Based on findings related to
the authority structure in the cross-cultural study, the third study examined the effects
of different teaching styles on the TARGET behaviours and pupils' focus group
responses in PE lessons in the UK. Results revealed that pupil-centred teaching styles
resulted in more mastery involving teaching behaviours and more adaptive
motivational responses than the more teacher-centred style. Based on these findings,
the final study instigated a mastery intervention programme for teacher education
based on self-observation of filmed PE lessons and evaluated its effect on the
TARGET behaviours, pupils' perceptions of the motivational climate and cognitive
and affective responses. The mastery intervention programme was successful in
fostering more mastery involving teaching behaviours. Contrary to the hypothesis,
pupils' perceptions of the motivational climate were more performance involved
post-intervention, which may have been due to the public nature of the recognition
and evaluation of effort and improvement (mastery coded). Further, results revealed
that low affect pupils significantly increased their cognitive and affective responses
from pre- to post-intervention.
Description
PhD Thesis
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