No abstract

Using competence motivation theory, this study examined the effects of Mosston's practice style (B) and inclusion style (E) on perceived athletic competence of 111 fifth-grade students (62 boys, 49 girls). Teaching styles were systematically applied for 12 weeks. Harter's Self Perception Profile for Children was used to measure perceived athletic competence prior to and after the instructional intervention. Factorial analysis of covariance (Gender ϫ Treatment) on the posttest scores showed that there were no significant differences between the two teaching style groups in perceived athletic competence and no significant gender effect (p < .05). However, both groups did significantly better than the control group (p < .05). Moreover, a statistically significant interactive effect (Gender ϫ Treatment) was found (p < .05). Girls did better with the inclusion style than with the practice style and the control group, and boys did better with the practice and inclusion styles than with the control group. This result indicates that self-perceptions may vary as a function of the teaching style and gender.