The development of adaptive achievement motivation and positive affect in P.E. should be considered fundamental psychological outcomes of PE. These x-ill optimize your pupils' learning and help them to develop lifelong interests in physical activity. Research about achievement motivation-in academics as well as in physical education has recently been heavily influenced by the achievement goal approach (Nicholls,1989; Papaioannou, 1994). This approach may be of great value in understanding how positive motivational and affective outcomes maybe developed in P.E. This theoretical perspective focuses on-how pupils subjectively construct the meaning the attach to their achievement strivings in P.E. lesson. Pupils’ construction of personal meaning attached to their achievements becomes evident in different dispositional achievement goals.
According to achievement goal theory, pupils' achievement goals, developmental differences: and perception of the motivational climate in the P.E. lessons impacts how they cognitively and emotionally respond to and act in the PE. setting. For example, characteristics of the pupils' achievement goals and the perceived motivational climate may influence whether students invest increased effort when confronted with difficulties and whether they feel pleased with their P.E. class.
According to achievement goal theory, pupils of the same P.E. class who hold different achievement goals may experience their P.E. lessons quite differently. Second, pupils within different P.E. classes may experience their P.E. lessons quite differently due to, variations in their perception of the motivational climates.
Nicholas (1989) argues that dispositional achievement goals and the perceived motivational climate should be considered the immediate precursors of a variety of cognitive, motivational, and affective consequences. Positively stated, these consequences or responses more specifically include
According to achievement goal theory, pupils' achievement goals, developmental differences: and perception of the motivational climate in the P.E. lessons impacts how they cognitively and emotionally respond to and act in the PE. setting. For example, characteristics of the pupils' achievement goals and the perceived motivational climate may influence whether students invest increased effort when confronted with difficulties and whether they feel pleased with their P.E. class.
According to achievement goal theory, pupils of the same P.E. class who hold different achievement goals may experience their P.E. lessons quite differently. Second, pupils within different P.E. classes may experience their P.E. lessons quite differently due to, variations in their perception of the motivational climates.
Nicholas (1989) argues that dispositional achievement goals and the perceived motivational climate should be considered the immediate precursors of a variety of cognitive, motivational, and affective consequences. Positively stated, these consequences or responses more specifically include
- Behaviors, including adaptive achievement-strategies such as high effort, persistence, commitment overtime, and optimal task choice like preference for challenge and social-moral behavior,
- Cognitions, including functional attributions and beliefs about the causes of success. These cognitions involve high self-esteem, including a perception of high physical; motor ability; a sense of self ¬determination/autonomy, positive attitudes; perceiving that taking part in PE. reflects humanistic educational values; and, finally constructive social-moral reasoning; and
- Affective states, such as satisfaction, enjoyment, revitalization, and tranquility
- This chapter considers these consequences to be important -psychological outcomes work which physical educators should focus. Some of these psychological outcomes (such as preference for challenge and satisfaction) may comprise more immediate cognitions and feelings that may result from high quality teaching. Others, by contrast, such as self-esteem and social-moral behavior, represent more stable and long-term outcomes. Such outcomes are important in at least two ways. First, they may raise the psychological quality of the pupils' experience of physical education classes. Thus, they are valuable outcomes per se. Second, such outcomes may also be instrumental in developing long lasting motivation and interest in physical activity.
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