Manipulating achievement motivation in physical education by manipulating the motivational climate

Abstract

This study examined the effect of manipulating the motivational climate on achievement goal orientations, satisfaction/boredom, and perceived competence in physical education (PE). Participants were 40 English students (M age = 15.9, SD = 0.51) participating either in an experimental group that included a series of highly task involving lessons, based on the manipulation of Epstein's (18, 19) TARGET structures, or a group receiving the school's existing style of PE lessons. Results of MANOVA and 2 × 2 (Group × Time) mixed factor ANOVAs on the pre‐ and post‐intervention data indicated that students in the mastery climate experienced significantly (all p <. 05) higher levels of task orientationand perceptions of competence, and were more satisfied and less bored, post‐intervention compared to pre‐intervention and compared to the other group at either time. The mastery climate group's ego orientation also significantly decreased from pre‐ to postintervention, but did not significantly differ from the other group. The findings are discussed with regard to the implications of manipulating the task structure in PE and organized youth sport.

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