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Showing all 4 results
Peer reviewed
Direct linkWarburton, Victoria; Spray, Christopher – European Physical Education Review, 2014
We examined the utility of distinguishing between appearance- and competition-focused approach and avoidance performance goals to our understanding of motivation in physical education. Four achievement goals were tested composed of approach-avoidance and appearance-competition components. Three hundred and two pupils, aged 11-14 years, completed…
Descriptors: Foreign Countries, Competition, Performance, Physical Education
Warburton, Victoria; Spray, Christopher – European Physical Education Review, 2013
The purpose of this study was to determine the relationship between implicit theories of ability and competence perceptions to changes in approach-avoidance goal adoption in two specific activities in the curriculum. Four hundred and thirty pupils, aged 11-15 years, completed measures of approach-avoidance goals, perceived competence and implicit…
Descriptors: Foreign Countries, Physical Education, Ability, Competence
Jackson-Kersey, Rachel; Spray, Christopher – European Physical Education Review, 2013
The aim of this study was to assess the reliability and validity of the Amotivation Inventory in Physical Education (AI-PE). In addition, the study sought to identify the relationships between students' amotivation, physical self-concept, and teacher ratings of National Curriculum attainment levels in PE. Students ("N" = 510) from a…
Descriptors: Physical Education, Physical Education Teachers, Student Motivation, Multiple Regression Analysis
Warburton, Victoria; Spray, Christopher – European Physical Education Review, 2008
The purpose of this study was to examine the temporal patterns of approach-avoidance achievement goals, implicit theories of ability and perceived competence in physical education across the transition from primary to secondary school. We also evaluated the predictive utility of implicit theories and perceived competence with regard to achievement…
Descriptors: Physical Education, Competence, Motivation, Achievement Need
