Developing Physically Literacy in K-12 Physical Education Through Achievement Goal Theory

Abstract

The goal of physical education is to instill physical literacy within students. As an important motivation framework, achievement goal theory has been widely used to understand and explain students’ cognitive, affective, and behavioral outcomes. In this paper, we reviewed studies examining achievement goals and outcomes in K-12 physical education settings. First, we provide a brief review of the historical development of the achievement goal theoretical models (the dichotomous model, the trichotomous model, the 2 × 2 model, and the 3 × 2 model). Then, we synthesize consequences, antecedents, and interactive factors of each achievement goal construct as well as the influences of gender, age, and culture on students’ achievement goals. Finally, we discuss implications for practice and future research. We hope our review can inform physical educators and researchers and assist the application of achievement goal theory into practice.

Supporting Subject Justification by Educational Psychology: A Systematic Review of Achievement Goal Motivation in School Physical Education

“…Conversely, students who perceive a performance-oriented climate are deemed at risk of avoiding challenges and of being unwilling to expend effort, especially when they experience failure or encounter difficulty performing FIGURE 1 | Basic tenets of Achievement Goal Theory. a task (Treasure and Roberts, 1995;Roberts, 2012;Liu et al, 2017). Considering the profound pedagogical potential of AGT for the justification and practice of PE, and a growing but rather unorganized body of empirical studies applying AGT in the context of PE, the current study aims to systematically identify and review the relevant literature, compiling key findings and future research proposals from the existing international data on AGT in PE settings.…”

“…While SDT is the most widely used theoretical frameworkintegrating theoretical considerations, an extensive body of empirical studies, narrative reviews, and systematic reviews of research (Bryan and Solmon, 2007;Ntoumanis and Standage, 2009;Van den Berghe et al, 2014;Sun et al, 2017), AGT also provides eminent fit for sports, structured physical activities (exercise), and PE settings (Treasure and Roberts, 1995;Weigand et al, 2001;Roberts, 2012;Chepko and Doan, 2015). Similar to SDT, there are numerous empirical studies and some narrative summaries regarding PE and AGT (Ntoumanis and Biddle, 1999;Duda and Ntoumanis, 2003;Chen and Ennis, 2004;Cecić Erpič, 2011;Rudisill, 2016;Liu et al, 2017). However, systematically organized reviews are limited to physical activities without explicit PE perspectives, e.g., competitive sports, physical activity, or motor skill programming (Biddle et al, 2003;Harwood et al, 2015;Lochbaum et al, 2016;Palmer et al, 2017).…”

The Value of Fostering Physical Literacy

“…Among other supporting theories, AGT (Ames, 1992;Nicholls, 1984) has been well recognized in understanding and fostering the development of physical literacy. AGT has been a prominent theory to explain people's motivation in achievement settings, including physical education (Liu, Xiang, & Lee, 2017). AGT describes that goals can represent the purposes, reasons, and/or aims, whereby individuals engage in activities.…”

The Athletics Literacy through Need Assessment Software in contribution to the Physical Education and Health Learning Process

“…Athletics literacy in its development does not comprise more of a holistic nature but is also simple, so as to promote easy comprehension by the readers [4]. The literacy values were also implemented in each physical education learning process in relation to the physical activities included in every subject in the school [5]. Its roles in the process of teaching the students are to attain knowledge of the physical body through appearances, skill acquisition, and to observe the environment beneficial to the students' improvement [6].…”