TARGETing secondary school students’ motivation towards physical education: The role of student-perceived mastery climate teaching strategies

Abstract

The aim of the present study was to explore the impact of TARGET-based teaching strategies on students’ motivation in a Dutch secondary school PE context. We examined to what extent mastery climate teaching strategies perceived by students (independently or interactively) explain variability in students’ motivation towards PE. In total 3,150 students (48.2% girls; 51.8% boys) with a mean age of 13.91 years (SD = 1.40) completed the Behavioural Regulations in Physical Education Questionnaire (BRPEQ), measuring students’ autonomous motivation, controlled motivation and amotivation, and the Mastery Teaching Perception Questionnaire (MTP-Q), measuring student-perceived application of mastery TARGET teaching strategies. Hierarchical regression analyses indicated that after controlling for gender, age, and educational type, the predictive effects of the perceived mastery climate teaching strategies differed by motivational outcome. Overall, students who reported higher levels of perceived application of mastery TARGET teaching strategies showed more autonomous motivation and less amotivation. Specifically, the teaching strategies within the task structure were the strongest predictors for students’ autonomous motivation and amotivation. No meaningful statistically significant two-way interaction effects between any of the TARGET variables were found, supporting the proposition of an additive relationship between the TARGET teaching strategies.

ICT-Driven instructional and assessment strategies for physical education in the new normal

“…In line with the results, PE teachers can also benefit greatly from a knowledge of students' experiences Environment and Social Psychology | doi: 10.54517/esp.v9i4.2155 and motivation in terms of facilitating active participation and successful learning within physical education sessions [19] . Consequently, autonomous types of student motivation are associated with better adaptive outcomes, including increased physical activity, enjoyment, focus, and vitality [20,21] .…”

“…A learning environment in which students' fundamental psychological needs are not met results in controlled motivation and amotivation [22] . In contrast, a classroom environment where these psychological needs are met results in the facilitation of students' self-efficacy [19,23] . A physical education teacher can facilitate students' autonomous motivation by creating a learning environment in which students' fundamental psychological needs are met [24] .…”

“…Consequently, autonomous types of student motivation are associated with better adaptive outcomes, including increased physical activity, enjoyment, focus, and vitality [20,21] . Following the Self-Determination Theory, the various types of motivation are the outcome of social determinants that can frustrate or fulfill students' basic psychological needs of independence i.e., sense of freewill and eagerness, competence i.e., awareness of performance and mastery, and relatedness i.e., perceive connection to and feel important [19] .…”

“…As with other disciplines, e-learning requires simple organizational and technological resources, reliable Internet connectivity, user-friendly e-learning tools, and a favorable learning environment for all students and instructors [25] . These include constructing inclusive learning environments, stimulating peer interaction, establishing a community, devising novel assessment designs, offering a clear structure, and ensuring that teachers have the necessary non-technical abilities [19,25] .…”

Achievement of Physical Education Learning Results Based on Gender Review and Learning Motivation on High School Students in the Yogyakarta Region, Indonesia

“…Learning motivation is the dominant factor that influences PE learning outcomes (Firdaus et al, 2023). Teaching strategies through structured tasks are the strongest predictor of motivation (Weeldenburg et al, 2022). Study Honchar (2023)emphasizes the importance of motivation in improving the learning process.…”