Goal orientations, self-determination and pupils' discipline in physical education.

In this study, we examined the patterns of goal orientations, perceived competence, reasons for behaving well and self-reported discipline in school physical education among 511 pupils from years 8 and 9 (mean age 14.2 years). Cluster analyses were conducted on two randomly split subsamples to identify homogeneous groups of pupils on these measures of achievement motivation and discipline. Three meaningful clusters emerged for the first subsample, which were then cross-validated for the second subsample. One group of pupils revealed low scores on task and ego orientations, perceived competence and feelings of self-determination about their behaviour in lessons. These perceptions were related to lower ratings of discipline in physical education than pupils who scored more highly on these variables. The highest discipline scores were reported by pupils with high task and ego orientations, perceived competence and feelings of autonomy. The results are useful for teachers and other physical activity leaders in enhancing motivation and disciplined behaviour in young people. Promoting more self-determined reasons for being disciplined, for example, could lead to more orderly classes.

Predicting participation in noncompulsory physical education: do goal perspectives matter?

The purpose of this study was to examine relationships between personal and situational achievement goals and participation in an optional physical education program, utilising a prospective design. Pupils (N = 123) in their final year of compulsory schooling completed measures assessing goal orientations, perceptions of the motivational climate of their physical education class, perceived competence, and enjoyment of physical education. Those pupils (N = 76) who continued their full-time education at a sixth form college were later surveyed to determine whether they participated in physical education at college. Hierarchical discriminant function analysis showed that discrimination was possible between participants and nonparticipants in college physical education on perceptions of a prevailing mastery climate and enjoyment. Goal orientations, perceptions of a prevailing performance climate, and perceived competence did not contribute reliably to group separation. Participants at college were more likely to perceive a mastery environment and to enjoy lessons more than students who chose not to take part. These findings underscore the importance of promoting mastery-based criteria for success in classes, along with positive emotional reactions, if teachers wish to maximise involvement in noncompulsory physical education.

Achievement goals, beliefs about the causes of success and reported emotion in post-16 physical education.

The main aim of this study was to examine whether goal orientations of male and female adolescents involved in an optional post-16 physical education (PE) programme were related in a conceptually consistent manner with their beliefs about the causes of success in PE. We also determined relationships between these achievement goal-belief dimensions and reported enjoyment and boredom within PE classes. Participants (n = 171) in a sixth-form college PE programme completed an inventory assessing their task and ego goal orientations, beliefs about the determinants of success in PE, and emotion in PE activities at college. Separate factor analyses of goal orientations and beliefs for male and female students revealed two goal-belief dimensions. The first dimension showed ego orientation was linked to the view that ability and deceptive tactics lead to success. The second dimension suggested task orientation was associated with the belief that success is the result of hard work and effort. This task goal-belief factor was found to be more strongly correlated with enjoyment in PE among female students than among males. For boys, the task goal-belief factor was correlated significantly and negatively with boredom in PE, but this was not the case for girls. No significant relationships emerged between the ego goal-belief factor and reported emotion in PE among the male and female participants. Facilitating task involvement and beliefs about causes of success that are fundamentally under personal control may, therefore, promote positive affective experiences in sixth-form PE, especially among female students.