Motivational climate and fundamental motor skill performance in a naturalistic physical education setting
Motivational climate and fundamental motor skill performance in a naturalistic physical education setting
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自然体育教育环境中的激励气氛和基本运动技能表现
DOI：
10.1080/17408980801974952
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发表时间：
2009
影响因子：
3.6
通讯作者：
P. Hastie
中科院分区：
文献类型：
--
作者：
Ellen H. Martin;M. Rudisill;P. Hastie
背景：有关动机的文献表明，学生的学习和表现受到动机氛围的影响，处于掌握的动机氛围中可以获得积极的好处。尽管如此，到目前为止，只有几项研究试图调查幼儿在自然主义环境中掌握动机的环境。目的：考察掌握动机气氛干预对自然主义环境下儿童运动技能表现的影响，假设处于掌握动机气氛体育干预环境下的儿童运动技能发展水平比处于低自主性气氛体育干预环境下的学生有更大的提高。参与者和地点：在美国南部农村的两所不同学校上幼儿园。研究设计：采用前测-后测的准实验设计，因为没有随机将参与者分配到小组。两所学校的完整班级被分配到小组。在为期六周的时间里，每个运动技能课程包括30到30分钟的课程。资料收集：采用乌尔里希粗大运动发育测验(TGMD-2)测量基本运动技能表现。TGMD-2分别进行了三次测试：第一次是在学年开始时(前测1)，第二次是在干预前的六周后(前测2)，最后是在六周干预期结束时(后测)。资料分析：采用两个独立的2×2(组×时间)单因素方差分析，重复测量最后一个因素，以确定接受运动技能干预的儿童在TGMD-2运动和物体控制运动技能分量表上的运动技能表现是否发生了显著的正向变化。研究结果：结果表明，运动分量表(p=.001)和目标控制分量表(p=.001)存在显著的组×时间交互作用。掌握组的运动和物体控制技能从干预前到干预后都有显著提高，而低自主组没有显著提高。结论：研究结果表明，掌握动机的氛围可以对儿童的基本运动技能表现产生积极影响，并表明即使是处于运动技能表现的初始阶段的幼儿也可以从自我指导的氛围中受益。
Background: The literature on motivation suggests that student learning and performance is influenced by the motivational climate, and that positive benefits can be derived from exposure to a mastery motivational climate. Nonetheless, to date, only a few studies have attempted to investigate a mastery motivational climate in a naturalistic setting with young children. Purpose: To examine the influence of a mastery motivational climate intervention on children's motor skill performance in a naturalistic setting, with the hypothesis that children exposed to the mastery motivational climate physical education intervention would achieve greater improvement in motor skill development than students who experienced a low autonomy climate physical education intervention. Participants and setting: 64 kindergarten children at two separate schools in the rural south of the USA. Research design: A pretest–posttest quasi-experimental design was used due to the lack of random assignment of participants to groups. Intact classes at two schools were assigned to group. Each motor skill program consisted of 30, 30-minute lessons during a six-week period. Data collection: Fundamental motor skill performance was measured using Ulrich's Test of Gross Motor Development (TGMD-2). The TGMD-2 was administered three separate times: first, at the beginning of the school year (Pretest 1), second, after six weeks of school just prior to the intervention (Pretest 2), and finally, at the end of the six-week intervention period (Posttest). Data analysis: Two separate 2 × 2 (Group × Time) ANOVAs with repeated measures on the last factor were used to determine if children exposed to the motor skill interventions experienced significant positive changes in motor skill performance on the TGMD-2 sub-scales for locomotor and object control motor skills. Findings: Results indicated significant Group × Time interactions for the locomotor sub-scale (p = .001) and the object control sub-scale (p = .001). The mastery group improved significantly from pre- to post-intervention for locomotor and object control skills, while the low-autonomy group did not. Conclusions: The results provide evidence that a mastery motivational climate can have a positive impact on children's fundamental motor skill performance and suggest that even young children who are in the initial stages of motor skill performance can benefit from a self-directed climate.
影响因子：
7.6
作者：
GROLNICK, WS;RYAN, RM
通讯作者：
RYAN, RM