Background/Purpose Two motivational climates that have received attention in the physical education literature are the ego climate (Goodway & Branta, 2003, Hamilton et. al., 1999, Valentini & Rudisill, 2004) and the mastery climate (Martin et. al., 2009; Valentini & Rudisill, 2004). However, there is little evidence examining a mixture of the two climates. Thus, the purpose of this study was to examine different motivational climates on student engagement in physical education.
Method Participants were 33 ninth grade students (19 females, 14 males) from one intact physical education class in a rural school in the South. The PECAI was used to verify the authenticity of each motivational climate (ego, mastery, and mixed). Nine lessons (3 per climate) over a three week period were video taped and student engagement was coded using the low inference interval system Opportunities to Respond (OTR). Discrete skill responses were coded into one of two categories: motor engaged or not motor engaged.
Analysis/Results A one-way analysis of variance revealed there was a significant difference between the climate groups, F(2, 30) = 8.78, p < .05. Post hoc tests revealed that students were significantly more motor engaged in the mixed climate than in the ego climate.
Conclusions A mixed orientation seems beneficial to increasing student engagement levels in physical education. Teachers should seek to vary the climates employed and the tasks within such environments in order to best meet the needs of the diverse student population.
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