A Dynamical Systems Perspective on Goal Involvement States in Sport

Gernigon, Christophe; d’Arripe-Longueville, Fabienne; Delignières, Didier; Ninot, Grégory

doi:10.1123/jsep.26.4.572

Cited by 57 publications

(51 citation statements)

References 28 publications

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“…This idea exemplifies the significance of a metastable performance region where variability in actions and emotions is expected to provide critical feedback about how closely the current intrinsic dynamics of a performer and task demands are matched. For example, in Judo combat, self-reported goal involvement states were found to frequently fluctuate based on the interaction between the two competing Judokas (Gernigon, d'Arripe-Longueville, Delignieres, & Ninot, 2004). This finding suggests that physical performance cannot be completely understood without reference to the goal orientation of individuals, which has clear implications for the design of affective learning environments.…”

Section: Goals Achievement and Emotionsmentioning

confidence: 90%

The dynamics of expertise acquisition in sport: The role of affective learning design

Headrick

Renshaw

Davids

et al. 2015

Psychology of Sport and Exercise

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Phone: +61 7 3138 9673 AFFECTIVE LEARNING DESIGN AND EXPERTISE IN SPORT 2 AbstractObjectives and method: Developing expertise in sport requires the design of learning environments and athlete development programmes that successfully sample and represent conditions of performance contexts during practice. This premise is captured by the concept of representative learning design, founded on an ecological dynamics approach to acquiring skill in sport, and predicated on the mutuality of the individual-environment relationship as the appropriate level of analysis. In this position paper we argue that to effectively develop expertise in sport, the role of affect (emotion) should be considered in the representative design of learning experiences.Results and Conclusions: We discuss how ongoing interactions between affect, cognitions, perceptions and actions, provide a principled basis for affective learning designs in sport.Considering the role of affect in learning environments has clear implications for how sport psychologists, athletes and coaches might collaborate to enhance the acquisition of expertise in sport.

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Section: Goals Achievement and Emotionsmentioning

confidence: 90%

The dynamics of expertise acquisition in sport: The role of affective learning design

Headrick

Renshaw

Davids

et al. 2015

Psychology of Sport and Exercise

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“…In particular, the potentially important role of the peer climate in predicting fluctuations in goal involvement states (see Cernigon, d'Arripe-Longueville, Delignières, & Ninot, 2004, for a dynamical systems approach on goal involve-ment states) would be an interesting topic for future research. If the peer climate is shown to predict unique variance of important motivational consequences, it would be prudent for intervention studies to take this it into account when attempting to foster task-involving motivation in youth sport.…”

Section: Discussionmentioning

confidence: 99%

Peer Motivational Climate in Youth Sport: Measurement Development and Validation

Ntoumanis

Vazou

2005

Journal of Sport and Exercise Psychology

124

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The influence of the peer group on young people's achievement motivation has been highlighted in the literature as an area that needs examination (e.g., Harwood & Swain, 2001). To this effect, a new measure of youngsters' perceptions of the peer motivational climate (Peer Motivational Climate in Youth Sport Questionnaire; PeerMCYSQ) was developed and tested across three studies. In Study 1, exploratory and confirmatory factor analyses (CFA) with 431 athletes between the ages of 11 to 16 years suggested that the PeerMCYSQ had 6 factors that could also be subsumed into 2 higher order factors (TaskInvolving climate: improvement, relatedness support, effort; Ego-Involving climate: intra-team competition, normative ability, intra-team conflict). In Studies 2 and 3 the 6-factor solution and the corresponding hierarchical one were tested using CFA with two independent samples (N = 606 and 495, respectively) of similar age. The results showed that the 6-factor model was problematic and that a 5-factor solution should be preferred instead. Further support to the 5-factor model was provided with hierarchical and multilevel CFAs. Suggestions for further research on peer motivational climate are discussed.Key Words: peer influence, scale development, confirmatory factor analysis, achievement goal theory Youth sport involves the participation of young people in sport activities organized and/or supervised by adults. Such activities are considered as some of the most pervasive and popular pursuits for boys and girls in many countries around the world. Peer interactions and relationships are particularly important in youth sport and can contribute to the quality of youths' overall experiences in this context (Smith, 2003). The literature on peer relationships in youth sport has rapidly increased in size and diversity (for comprehensive overviews of the literature, see Brustad, Babkes, & Smith, 2001;Smith, 2003). Issues such as peer acceptance and its relationship to physical competence, friendship in sport, information sources for competence evaluation, and the links between peer relationships with affect and moral development are some of the topics that have attracted research interest in this area. For example, research has shown that peers become progressively Motivational Climate in Youth Sport / 433 more important as significant others as children grow older. Young children under 10 years of age rely more on adult feedback to judge their competence compared to those in late childhood and early adolescence, whose central source of competence information is peer comparison and feedback (Horn & Weiss, 1991).Research on how peer interactions affect children's motivation in youth sport is limited. Studies have shown that peer acceptance and friendship are related to correlates of motivation, such as high levels of commitment and enjoyment and lower levels of anxiety (e.g., Kunesh, Hasbrook, & Lewthwaite, 1992;Weiss & Smith, 2002). However, only a handful of studies have examined how peer influence transmits and fosters achieve...

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“…The adoption of a task or ego involved goal perspective in an achievement activity is a function of one's dispositional tendencies (task and ego orientations) and the perceived characteristics of the achievement situation (Gernigon, d'Arripe-Longueville, Delignières & Ninot, 2004;Nicholls, 1989). The achievement goal perspective also assumes that perception of situational dimensions of the achievement context affect individuals' cognitive, affective, and behavioral responses.…”

Section: Introductionmentioning

confidence: 99%

Validation of the Spanish Language Version of the Learning and Performance Orientations in Physical Education Classes Questionnaire. (Validación de la versión Española del Cuestionario de Orientaciones al Aprendizaje y el Rendimiento en las clases de Educación Física).

Gimeno

Castuera

Moya‐Ramón

et al. 2010

rev. int. cienc. deporte

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The objective of this study was to examine the factorial validity and reliability of the Learning and Performance Orientations in Physical Education Classes Questionnaire (LAPOPECQ) with adolescent Spanish physical education students. Exploratory and confirmatory factor analysis were utilized to address this question. Results of the exploratory factor analysis revealed the presence of five factors and was consistent with previous research. Confirmatory factor analysis indicated that the Spanish version of the LAPOPECQ had fit indices that were similar to the original Greek and English versions of the instruments and that a five-factor correlated model was more parsimonious than a hierarchical model.The implications of these findings on future research are discussed.Key words: achievement goals; motivational climate; factorial validity; internal consistency. A b s t r a c tCorrespondence/correspondencia: Eduardo Cervelló Gimeno Centro de Investigación del Deporte. Universidad Miguel Hernández de Elche Av/ Universidad, s/n 03202 Elche (Alicante, Spain) e-mail: ecervello@umh.es El objetivo de este estudio fue examinar la validez de constructo y fiabilidad del Cuestionario de orientaciones al aprendizaje y al rendimiento en las clases de Educación Física (LAPOPECQ) en adolescentes españoles estudiantes de educación física. Fueron empleados análisis factoriales exploratorios y confirmatorios para abordar esta cuestión. Los resultados del análisis factorial exploratorio revelaron la presencia de cinco factores. Esta estructura era coherente con la investigación anterior. El análisis factorial confirmatorio indicó que la versión en español del LAPOPECQ presentaba índices de ajuste similares a las versiones en griego e inglés del test. El modelo de cinco factores correlacionados fue más parsimonioso que un modelo jerárquico. Se discuten las implicaciones de estos hallazgos en la investigación futura.Palabras clave: metas de logro; clima motivacional; validez factorial; consistencia interna.

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A Dynamical Systems Perspective on Goal Involvement States in Sport

Cited by 57 publications

References 28 publications

The dynamics of expertise acquisition in sport: The role of affective learning design

The dynamics of expertise acquisition in sport: The role of affective learning design

Peer Motivational Climate in Youth Sport: Measurement Development and Validation

Validation of the Spanish Language Version of the Learning and Performance Orientations in Physical Education Classes Questionnaire. (Validación de la versión Española del Cuestionario de Orientaciones al Aprendizaje y el Rendimiento en las clases de Educación Física).

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