What features of a task-oriented motivational climate are so important they promote positive affective and motivational outcomes? First, a task-oriented climate seems to be characterized by teachers who are satisfied when the pupils learn new skills and improve. Second, in a task-cordierite climate, the PE. teacher also emphasizes that making Mistakes’ is an integral part of learning (see figure 4.2) (Ames, 1992; ,Papaioannou, I994). Third, a task-oriented motivational climate is also facilitated by presenting a variety of activities and tasks that are optimally challenging for pupils with different abilities. Fourth, teaching style alb matters. Teachers who invite pupils to solve movement problems P.E. classes and encourage them to focus on the learning task may facilitate task involvement. This approach to teaching may stimulate pupils to ask questions such as, how can I do this task?' As a consequence, pupils may more easily see that mastery, rather than being more able than other pupils, is equivalent to progressing and accomplishing tasks.
A task-oriented climate also seems to be comprised of perceptions o: teacher support and possible pupil involvement in decision making, thereby stimulating autonomy. Thus, a task-oriented motivational climate may be congruent with the concept of autonomy within cognitive evaluation theory (Deci & Ryan, 1985). This is important because perceived autonomy is regarded as a basic element of intrinsic motivation.
Support of autonomy seems to help develop a sense of self-determination in pupils. In particular, a sense of choice and volition seems to be integral to feeling self-determined. Thus, PE. teachers may develop a task-oriented climate leading to greater satisfaction and intrinsic interest by also providing support of autonomy among pupils, by minimizing pressure, and by acknowledging students' feelings and perspectives.
After this exploration of the characteristics of achievement goals and different motivational climates, more evidence is needed about the factual role of these constructs as regards psychological outcomes of P.E. The chapter will now review what some of the research says.
A task-oriented climate also seems to be comprised of perceptions o: teacher support and possible pupil involvement in decision making, thereby stimulating autonomy. Thus, a task-oriented motivational climate may be congruent with the concept of autonomy within cognitive evaluation theory (Deci & Ryan, 1985). This is important because perceived autonomy is regarded as a basic element of intrinsic motivation.
Support of autonomy seems to help develop a sense of self-determination in pupils. In particular, a sense of choice and volition seems to be integral to feeling self-determined. Thus, PE. teachers may develop a task-oriented climate leading to greater satisfaction and intrinsic interest by also providing support of autonomy among pupils, by minimizing pressure, and by acknowledging students' feelings and perspectives.
After this exploration of the characteristics of achievement goals and different motivational climates, more evidence is needed about the factual role of these constructs as regards psychological outcomes of P.E. The chapter will now review what some of the research says.
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