Implementing the TARGET Model in Physical Education: Effects on Perceived Psychobiosocial and Motivational States in Girls

Abstract

Grounded in achievement goal and self-determination theories, the purpose of this study was to investigate the effects of mastery and performance climate interventions on students’ psychobiosocial (PBS) states and self-determined motivation. A first study was conducted to determine the validity of the measures. In a second study, two groups of female students (N = 65, 14–15 years of age) took part in the investigation. A mastery-performance group participated in eight task-involving lessons and then in another set of eight ego-involving lessons. A performance-mastery group participated in ego-involving lessons and then in task-involving lessons. Findings revealed that the program was effective in changing PBS states and self-determined motivation in the performance-mastery group. In particular, participants in this group reported lower scores on pleasant/functional PBS states and self-determined motivation after the first phase of the intervention. Furthermore, lower levels of self-determined motivation were maintained after the second phase of the intervention, thereby suggesting detrimental carryover effects.

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

“…All other included studies did not provide sufficient information on outcome assessment but at least partially mitigated a possible distortion by usually using valid instruments and questionnaires. Potential attrition bias results from incomplete follow-up or losses in follow-up that are inadequately taken into account: six NRESs (Morgan and Carpenter, 2002;Jaakkola and Liukkonen, 2006;Viciana et al, 2007; Erturan-lker and Demirhan, 2013; Abós et al, 2016;Bortoli et al, 2017) and three LSs (Braithwaite et al, 2011;Halvari et al, 2011;Warburton and Spray, 2013) showed appropriate treatment of drop-outs. For all RCTs and the majority of the NRESs, drop-outs of participants remained unclear, thus leaving room for biasing differences between initial and ending samples.…”

“…Six studies compared two or more intervention groups and had no control group (Solmon, 1996;Standage et al, 2007;Viciana et al, 2007;Erturan-lker and Demirhan, 2013;Erturan-Ilker, 2014;Logan et al, 2014). Two studies used within-subject designs: Bortoli et al (2017) compared two experimental groups that received consecutively both a mastery and a performance climate intervention but in reverse sequence, and Papaioannou and Kouli (1999) compared a lesson with mastery-involving tasks with a lesson with performance-involving tasks. The duration of the interventions largely varied across studies.…”

“…The majority of studies used a pre-post design and compared the dependent variables before and after the intervention. Two studies each added an intermediate test (Papaioannou and Kouli, 1999;Bortoli et al, 2017) or reported on follow-up results (Christodoulidis et al, 2001;Digelidis et al, 2003).…”

“…Students within the mastery groups reported higher levels of self-determination with boys perceiving less self-determined motivation than girls (Jaakkola and Liukkonen, 2006), intrinsic motivation (Sevil et al, 2015) and identified regulation (Almolda-Tomás et al, 2014;Sevil et al, 2015), and lower levels of amotivation (Jaakkola and Liukkonen, 2006;Almolda-Tomás et al, 2014). Using a treatment combining performance and mastery climates, the intervention of Bortoli et al (2017) effectively changed self-determined motivation in the performance-mastery group, with the associated students reporting lower scores on intrinsic motivation and higher scores on amotivation after the initial performance phase. However, the levels of self-determined motivation within this group increased during the mastery climate phase but remained below the level before the performance phase.…”

“…-For motivational responses, TARGET-based and alternative mastery-involving treatments showed higher values in sports-related self-efficacy and motivational strategies (Erturan-lker and Demirhan, 2013), respectively. Implementing psychobiosocial (PBS) variables, the study of Bortoli et al (2017) ran counter to the outcome categories listed above. As for SDT constructs, the intervention effectively changed PBS states in the performance-mastery group, with the associated students reporting lower scores on pleasant/functional BPS states after the initial performance phase, and lower scores on pleasant/functional BPS states after the second mastery phase.…”