Several writers in the physical education domain have been concerned with the so, called self-falling prophecies during the teaching-learning porkers in P.E. Researchers have hypothesized that differences in initial teacher expectations towards subgroups of pupils, dependent upon such cues as gender, body type, or initial achievement levels, result if, differential teacher treatment of these subgroups. For example, communication patterns will vary. Instructors will give fewer opportunities-and less feedback, praise, and encouragement to low expectancy pupils as compared with high expectancy pupils. This, in turn, easily leads to differential opportunities for learning and development among pupils in P .E. When this happens, the negative type becomes closed and the self-fulfilling prophecy becomes realized-the P.E. teachers' initial differential expectations become fulfilled. P.E. teachers should make every effort to prevent suci; plebiscites. If not, teachers may unwittingly give rise to unequal psychological outcomes for subgroups of pupils in terms of motivation, affect and skill acquisition, attributions, future expectations for success, as well as inequalities regarding the development of pupils' self-perceptions.
How may teachers prevent the development of self-fulfilling prophecies and thus create more equal possibilities for all pupils to experience positive psychological outcomes from P.E. Empirical research shims that creating a mastery-oriented climate in P.E. would be helpful. For example, Martinek and Karper (19S4) and, more recently, Papaioannou (1995) examined differences in teacher-pupil interactions and treatment of high and low ability pupils in P.E. They found that teachers' behavior in favor of high achievers occurred more often in a motivational climate characterized as ego/performance oriented. In contrast, in a task-oriented motivational climate, teachers' behavior indicating positive expectations for low achievers was observed more frequently.
Why should a task-oriented motivational climate be of particular importance for reducing inequalities in psychological outcomes for sloops pupils' Papaioanrou (1995)proposed interesting explanation by arguing that a teacher's different behaviors Howard’s high and low achievers focuses pupils' attention on issues of ability rather than on how to master the task. Thus, a positive relationship should exist between an ego/ performance oriented motivational climate and teachers' differential treatment toward high and low achievers. When an ego/performance oriented climate prevails, ability is valued most in the class. In this case, only pupils with high normatif ability are rewarded. In contrast, when the P.E. motivational climate is predominantly task oriented, issues of normatif e ability irrelevant. Then, differential treatment of low and high achievers becomes irrelevant as well.
To sum up, research seems to support the view that the PE. context, though differential teacher expectations, may create unequal opportunities concerning psychological outcomes of pupil subgroups. Encouraging evidence shows, however, that be promoting a task-oriented motivational climate, such unintended inequalities and a negative P.E. hidden curriculum can be prevented. A task-oriented motivational class climate may more easily benefit all pupils' intrinsic motivation and involvement. This may be attributed to the fact that when a task-oriented climate prevails, equality in communication and interest for all pupils, independent of their achievement characteristics, would possibly dominate.
How may teachers prevent the development of self-fulfilling prophecies and thus create more equal possibilities for all pupils to experience positive psychological outcomes from P.E. Empirical research shims that creating a mastery-oriented climate in P.E. would be helpful. For example, Martinek and Karper (19S4) and, more recently, Papaioannou (1995) examined differences in teacher-pupil interactions and treatment of high and low ability pupils in P.E. They found that teachers' behavior in favor of high achievers occurred more often in a motivational climate characterized as ego/performance oriented. In contrast, in a task-oriented motivational climate, teachers' behavior indicating positive expectations for low achievers was observed more frequently.
Why should a task-oriented motivational climate be of particular importance for reducing inequalities in psychological outcomes for sloops pupils' Papaioanrou (1995)proposed interesting explanation by arguing that a teacher's different behaviors Howard’s high and low achievers focuses pupils' attention on issues of ability rather than on how to master the task. Thus, a positive relationship should exist between an ego/ performance oriented motivational climate and teachers' differential treatment toward high and low achievers. When an ego/performance oriented climate prevails, ability is valued most in the class. In this case, only pupils with high normatif ability are rewarded. In contrast, when the P.E. motivational climate is predominantly task oriented, issues of normatif e ability irrelevant. Then, differential treatment of low and high achievers becomes irrelevant as well.
To sum up, research seems to support the view that the PE. context, though differential teacher expectations, may create unequal opportunities concerning psychological outcomes of pupil subgroups. Encouraging evidence shows, however, that be promoting a task-oriented motivational climate, such unintended inequalities and a negative P.E. hidden curriculum can be prevented. A task-oriented motivational class climate may more easily benefit all pupils' intrinsic motivation and involvement. This may be attributed to the fact that when a task-oriented climate prevails, equality in communication and interest for all pupils, independent of their achievement characteristics, would possibly dominate.
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