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Exploring Common Stressors in Physical Education: A Qualitative Study
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Tudor, Kate; Sarkar, Mustafa; Spray, Christopher – European Physical Education Review, 2019
Daily stressors, or hassles, refer to the everyday environmental demands that constitute a threat or challenge, or exceed an individual's biological or psychological capacities. Increasing evidence suggests that daily stressors have a significant impact on adolescents' educational outcomes, for example, performance, wellbeing and negative…
Descriptors: Stress Variables, Physical Education, Secondary School Students, Foreign Countries
The Effect of Perceived Psychological Need Support on Amotivation in Physical Education
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Jackson-Kersey, Rachel; Spray, Christopher – European Physical Education Review, 2016
Physical educators have a responsibility to create a learning environment that is viewed as supportive of students' psychological needs and which helps reduce amotivation. The aim of the current study was to examine the effects of students' perceived need support on four dimensions of amotivation in physical education (PE) ("deficiency in…
Descriptors: Physical Education, Psychological Needs, Student Motivation, Longitudinal Studies
Appearance- and Competition-Focused Performance Goals: Examining Their Links with Performance in Physical Education
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Warburton, 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
Antecedents of Approach-Avoidance Achievement Goal Adoption: An Analysis of Two Physical Education Activities
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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
Amotivation in Physical Education: Relationships with Physical Self-Concept and Teacher Ratings of Attainment
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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
Motivation in Physical Education across the Primary-Secondary School Transition
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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