Teachers motivational climate and target strategies intervention effect on secondary school physical education classes

Referencias bibliográficas

• Almagro, B. J., Sáenz-López, P., González-Cutre., D., & Moreno-Murcia, J. A. (2011). Perceived motivational climate, psychological needs and intrinsic motivation as predictors of sport commitment in adolescent athletes. Revista Internacional de Ciencias del Deporte, 25(7), 250-265.
• Almolda, F.J., Sevil, Y., Clemente, J.A., Abarca, A., Aibar, A., & García, L. (2014). Application of Teaching Strategies for Improving Students' Situational Motivation in Physical Education. Electronic Journal of Research in Educational Psychology, 12(2), 391-418. https://doi.org.10.14204/ejrep.33.13148.
• Amado, D., Leo, F. M., Sánchez-Miguel, P., Sánchez-Oliva, D., & García-Calvo, T. (2011). Relationships between Self-Determination Theory Regarding Dispositional Flow in Dancers. Cuadernos de Psicología del Deporte, 11(1), 7-17.
• Ames, C. (1992). Classrooms: goals, structures, and student motivation. Journal of Educational Psychology, 84, 261-271. https://doi.org.10.1037/0022-0663.84.3.261
• Biddle, S.J.H, & Mutrie, N. (2008). Psychology of Physical Activity: Determinants, well-being and interventions (2nd edn). Routledge.
• Boixadós, M., & Cruz, J. (1999). Behavioral intervention in coaches of footballers from junior category. In F. Guillén (Ed.), Psychology of Sport in Spain at the end of the millennium (pp. 423-431). Publishing Services from University of Las Palmas de Gran Canaria.
• Boixadós, M., & Cruz, J. (2000). Assessment of motivational climate, satisfaction, perception of fair play skills and attitudes in footballers from the child and junior category and in their coaches. Apuntes, Educación Física y Deportes, 62, 6-13.
• Boixadós, M., Cruz, J., Torregrosa, M., & Valiente, L. (2004). Relationships among motivational climate, satisfaction, perceived ability, and fair play attitudes in young soccer players. Journal of Applied Sport Psychology, 16, 301-307. https://doi.org.10.1080/10413200490517977.
• Boixadós, M., & Cruz, J. (1995a). Construction of a fairplay attitude scale in soccer. En R. Vanfraechem- Raway & Y. Vanden Auweele. (Eds.) Proceedings IXth European Congress on Sport Psychology, 1, 4-11. Bruselas: FEPSAC.
• Boixadós, M., & Cruz, J. (1995b). Assessment of the fairplay in youth footballers. Revista Española de Educación Física y Deportes, 2(3), 13-22.
• Borenstein, M., Hedges, L., Higgins, J., & Rothstein, H. (2005). Comprehensive Meta-analysis version 2. Biostat.
• Braithwaite, R., Spray, C. M., & Warburton, V. (2011). Motivational climate interventions in school based physical education: A meta Analysis. Psychology of Sport and Exercise, 12, 628-638. https://doi.org.10.1016/j.psychsport.2011.06.005
• Bredemeier, B., Weiss, M., Shields, D., & Cooper, B. A. B. (1987). The relationship between children’s legitimacy judgments and their moral reasoning, aggression endencies and sport involvement. Sociology and Sport Journal, 4, 48-60. https://doi.org.10.1123/ssj.4.1.48.
• Carrasco, H., Chirosa, L., Tamayo, I., Cajas, B., & Reigal, R. (2015). Effects of a Small Sided Games Extracurricular Program on Motivation and Basic Psychological Needs in Physical Education Classes. Revista Iberoamericana de Psicología del Ejercicio y el Deporte, 10(1), 23-31
• Cecchini, J.A., Fernández-Losa, J.L., González, C., & Cecchini, C. (2013). Implementation of the self-determination model in elementary physical education. Revista Latinoamericana de Psicología, 45(1), 97-109. https://doi.org.10.14349/rlp.v45i1.1317
• Cecchini, J.A, Fernández-Río, J., & Méndez-Giménez, A. (2014). Effects of Epstein’s TARGET on adolescents’intentions to be physically active and leisure-time physical activity. Health Educational Research, 29(3), 485-490. https://doi.org.10.1093/her/cyu007
• Cecchini, J.A., Fernandez-Río, J., Méndez-Giménez, A., Cecchini, C., & Martins, L. (2014). Epstein’s TARGET framework and motivational climate in sport: effects of a field-based, long-term intervention program. International Journal of Sports Science and Coaching, 9 (6), 1325-1340. https://doi.org.10.1260/1747-9541.9.6.1325
• Cecchini, J.A., González, C., Carmona, A., Arruza, J., Escartí, A., & Balagué, G. (2001). The influence of physical education teacher on intrinsic motivation, self-confidence, anxiety, and pre- and post- competition mood states. European Journal of Sport Science, 1, 4-22. https://doi.org.10.1080/17461390100071407
• Cecchini, J.A., González, C., Llamedo, R., Sánchez, B., & Rodríguez, C. (2019). The impact of cooperative learning on peer relationships, intrinsic motivation and future intentions to do sport. Psicothema, 31(2), 163–169. https://doi.org.10.7334/psicothema2018.305
• Cecchini, J. A., González, C., López Prado, J., & Brustad, R. J. (2005). The relationship between perceived motivational climate and goal orientation, intrinsic motivation and fairplay conducts and viewpoints. Revista Mexicana de Psicología, 22, 469-479.
• Cecchini, J.A., González, C., Méndez-Giménez, A., & Fernández-Río, J. (2011). Achievement goals, social goals, and motivational regulations in physical education settings. Psicothema, 23(1), 51-57.
• Cecchini, J. A., González, C., & Montero, J. (2007). Participation in Sports and Fairplay. Psicothema, 19, 55-74. https://doi.org.10.14349/rlp.v40i3.449
• Conroy, D. E., Silva, J. M., Newcomer, R. R., Walker, B. W., & Johnson, M. S. (2001). Personal and participatory socializers of the perceived legitimacy of aggressive behaviors. Journal of Sport Behaviors, 11, 157-174. https://doi.org.10.1002/ab.1026
• Craig, R., Mindell, J, & Hirani. V. (2009). Health survey for England 2008. Volume 1: Physical Activity and fitness. The NHS Information Centre for Healthand Social Care.
• Cruz, J., Boixadós, M., Valiente, L., & Torregrosa, M. (2001). Is fairplay and sportsmanship lost in school-age sports? Apuntes, Educación Física y Deportes, 64, 6-16.
• Cruz, J., Capdevila, L., Boixados, M., Pintanel, M., Alonso, C., Mimbrero, J., & Torregorsa, M. (1996). Identification of behaviors, attitudes and values related to the fair play in youth athletes. Investigaciones en Ciencias del Deporte, 9, 37-87.
• Deci, E. L., & Ryan, R. M. (2000). The "what" and "why" of goal pursuits: Human needs and the self-determination of behaviour. Psychological Inquiry, 11, 227-268. https://doi.org.10.1207/S15327965PLI1104_01
• Deci, E. L., & Ryan, R. M. (2002). Handbook of self-determination. University of Rochester Press.
• Duda, J.L., & Balaguer, I. (2007). Coach-created motivational climate. In S. Jowet & D. Lavallee (Eds.). Social Psychology in Sport (pp. 117-130). Human Kinetics.
• Duda, J.L., Olson, L.K., & Templin, T.J. (1991). The relationship of task and ego orientation to sportsmanship attitudes and the perceived legitimacy of injurious acts. Research Quarterly for Exercise and Sport, 62, 79-87. https://doi.org.10.1080/02701367.1991.10607522
• Dweck, C.S. (1999). Self-theories: their role in motivation, personality, and development. Psychology Press.
• Ekelund, U., Tomkinson, G., & Armstrong, N. (2011). What proportion of youth are physically active? Measurement issues, levels and recent time trends. British Journal of Sports Medicine, 45, 859-65. https://doi.org.10.1136/bjsports-2011-090190
• Epstein, J. (1988). Effective schools or effective students? Dealing with diversity. In R. Haskins & B. MacRae (Eds.), Policies for America's public schools (pp. 89-126). Ablex Publishing.
• Fenton S.A.M., Duda J.L., & Barrett, T. (2015). Inter-participant variability in daily physical activity and sedentary time among male youth sport footballers: independent associations with indicators of adiposity and cardiorespiratory fitness. Journal of Sports Sciences, 21, 1-13. https://doi.org.10.1080/02640414.2015.1048273
• Fernández, H., Vasconcelos-Raposo, J., Lázaro, J. P., & Dosil, J. (2004). Validation and application of theoretical motivational models in the context of physical education. Cuadernos de psicología del deporte, 4(1), 67-89.
• Fernández-Espínola, C., Abad Robles, M. T., Collado-Mateo, D., Almagro, B. J., Castillo Viera, E., & Giménez Fuentes-Guerra, F. J. (2020). Effects of cooperative-learning interventions on physical education students’ intrinsic motivation: A systematic review and meta-analysis. International Journal of Environmental Research and Public Health, 17(12), 4451. https://doi.org.10.3390/ijerph17124451 www.mdpi.com/journal/ijerph
• Fernández-Río, J., Méndez-Giménez, A., Cecchini, J.A., & González, C. (2012). Achievement Goals and Social Goals’ Influence on Physical Education Students’ Fair Play. Journal of Psychodidactics, 17(1), 73-91. https://doi.org.10.1387/RevPsicodidact.1816.
• Gallegos, A. G., & Extremera, A. B. (2014). Prediction of self-determined motivation as goal orientations and motivational climate in Physical Education. Retos: nuevas tendencias en Educación Física, Deporte y Recreación, 25, 23-27.
• Ghaith, G. M. (2018). Teacher perceptions of the challenges of implementing concrete and conceptual cooperative learning. Issues in Educational Research, 28(2), 385-404. https://doi.org/10.13140/RG.2.2.32014.66888
• Gorucu, A. (2016). The investigation of the effects of physical education lessons planned in accordance with cooperative learning approach on secondary school students' problem solving skills. Educational Research and Reviews, 11(10), 998-1007. https://doi.org/10.5897/ERR2016.2756
• Goudas, M., Biddle, S.J.H., & Fox, K. (1994). Perceived locus of causality, goal orientations and perceived competence in school physical education classes. British Journal of Educational Psychology, 64, 453-463. https://doi.org.10.1111/j.2044-8279.1994.tb01116.x
• Harding, S.K., Page, A.S., Falconer, C., & Cooper, A.R. (2015). Longitudinal changes in sedentary time and physical activity during adolescence. International Journal of Behavioral Nutrition and Physical Activity, 12(44), 2-7. https://doi.org.10.1186/s12966-015-0204-6.
• Harvey, S., Cushion, C., & Massa-Gonzalez, A. (2010). Learning a new method: Teaching Games for Understanding in the coaches' eyes’, Physical Education and Sport. Pedagogy, 15(4), 361-382.
• Hein, V., Müür, M., & Koka, A. (2004). Intention to be physically active after school graduation and its relationship to three types of intrinsic motivation. European Physical Education Review, 10(1), 5-19. https://doi.org.10.1177/1356336X04040618
• Janssen, I., & Leblanc, A. G. (2010). Systematic Review of the Health Benefits of Physical Activity and Fitness in School- Aged Children and Youth. International Journal of Behavioral Nutrition and Physical Activity, 7(40), 2-16. https://doi.org.10.1186/1479-5868-7-40
• Kavussanu, M., & Roberts, G. C. (1996). Motivation in physical activity contexts: the relationship of perceived motivational climate to intrinsic motivation and self efficacy. Journal of Sport and Exercise Psychology, 18, 264-280. https://doi.org.10.1123/jsep.20.3.264
• Kavussanu, M., & Ntoumanis, N. (2003). Participation in sport and moral functioning: does ego orientation mediate their relationship? Journal of Sport and Exercise Psychology, 25, 501-518. https://doi.org.10.1123/jsep.25.4.501
• Lang, C., Feldmeth, A. K., Brand, S., Holsboer-Trachsler, E, Pühse, U., & Gerber, M. (2016). Stress management in physical education class: an experiential approach to improve coping skills and reduce stress perceptions in adolescents. Journal of Teaching in Physical Education, 35(2), 149158. https://doi.org/10.1123/jtpe.2015-0079
• Méndez-Giménez, A., Fernández-Río, J., & Cecchini, J.A. (2013). Motivational climates, needs, motivation and results in Physical Education. Aula Abierta, 41(1), 63-72
• Mesquita, I., Farias, C., & Hastie, P. A, (2012). The impact of a hybrid Sport Education-Invasion Games Competence Model soccer unit on students' decision making, skill execution and overall game performance. European Physical Education Review, 18(2), 205-219.
• Moreno, J. A., González-Cutre, D., & Chillón, M. (2009). Preliminary validation in Spanish of a scale designed to measure motivation in physical education classes: The Perceived Locus of Causality (PLOC) Scale. Spanish Journal of Psychology, 12, 327-337.
• Moreno, J. A., González-Cutre, D., Chillón, M. & Parra, N. (2008). Adaptation of the basic psychological needs in exercise scale to physical education. Revista Mexicana de Psicología, 25, 295-303.
• Moreno, J. A., Moreno, R., & Cervelló, E. (2007). The physical self-concept as predictor of the intention of being physically active. Revista de Psicología y Salud, 17(2), 261-267.
• Morgan, K., Sproule, J., Weigand, D., & Carpenter, P. (2005). Development of a Computer based Measure of Teacher Behaviours Related to Motivational Climate in Physical Education. Physical Education and Sport Pedagogy, 10(1), 113-35. https://doi.org.10.1080/1740898042000334926
• Ng, J.Y.Y., J., Ntoumanis, N., Thøgersen-Ntoumani, C., Deci, E.L., Ryan, R.M., Duda, J., & Williams, G.C. (2012). Self-determination theory applied to health contexts: a metaanalysis. Perspectives on Psychological Science, 7, 325–340. https://doi.org.10.1177/1745691612447309
• Nicholls, J.G. (1989). The Competitive Ethos and Democratic Education. Harvard University Press.
• Nopembri, S., Sugiyama, Y., Saryono, & Rithaudin, A. (2019). Improving stress coping and problem solving skills of children in disaster-prone area through cooperative physical education and sports lesson. Journal of Human Sport and Exercise, 14(1), 185-194. https://doi.org/10.14198/jhse.2019.141.15
• Ntoumanis, N. (2001). A self-determination approach to the understanding of motivation in physical education. British Journal of Educational Psychology, 71, 225-242. https://doi.org.10.1348/000709901158497
• Oliva, D. S., Seguès, M. C. V., Alonso, D. A., Ponce, I. G., & Calvo, T. G. (2014). Prediction of positive behaviors in physical education: a Self-determination Theory Perspective. Journal of Psychodidactics, 19(2), 387-406. https://doi.org.10.1387/RevPsicodidact.7911
• Patton, M. (2002). Qualitative research and evaluation methods. Sage Publications.
• Ramis, Y., Torregosa., M., & Cruz., J., (2013). Simon & Martens Revisited: Competitive Anxiety in Youth Sports. Revista de Psicología del Deporte, 22(1), 77-83.
• Roberts, G. C. (Ed.). (2001). Understanding the dynamics of motivation in physical activity: The influence of achievement goals on motivational processes. Advances in motivation in sport and exercise (pp. 1-50). Human Kinetics.
• Rosenkranz, R. R., Lubans, D. R., Peralta, L. R., Bennie, A., Sanders, T., & Lonsdale, C. (2012). A cluster-randomized controlled trial of strategies to increase adolescents’ physical activity and motivation during physical education lessons: The Motivating Active Learning in Physical Education (MALP) trial. BMC Public Health, 12, 834. https://doi.org.1016/j.ypmed.2013.09.003
• Serra, Ll., Aranceta, J., Ribas, L., Sangil, M., & Pérez, C. (2003). Crecimiento y desarrollo. Estudio EnKid [Growth and development. Enkid study]. In LL. Serra, J. Aranceta, & F. Rodríguez-Santos (Eds.), Crecimiento y desarrollo: dimensión alimentaria y nutricional. El cribado del riesgo nutricional en pediatría [Growth and development: food and nutritional dimension. The screening of nutritional risk in pediatrics] (pp. 45-55). Masson.
• Silverman, S., & Solmon, M. (1998). The unit of analysis in the field research: Issues and approaches to design and data analysis. Journal of Teaching in Physical Education, 17, 270-284.
• Stephens, D. (2000). Predictors of likelihood to aggress in youth soccer: An examination of coed and all-girls teams. Journal of Sport Behavior, 23, 311-325.
• Strong, W.B., Malina, Rm.., Blimkie, C. J., Daniels, S.R., Dishman, R.K., Hergenroeder A.C., … Trudeau, F. (2005). Evidence based physical activity for school-age youth. Journal of Pediatrics, 146(6), 732-7. https://doi.org.10.1016/j.jpeds.2005.01.055
• Teixeira, P. J., Carraça, E. V., Markland, D., Silva, M. N., & Ryan, R.M. (2012). Exercise, physical activity, and self- determination theory: A systematic review. International Journal of Behavioral Nutrition and Physical Activity, 9(78), 1-30. https://doi.org.1010.1186/1479-5868-9-78
• Treasure, D., & Roberts, G. (1995). Applications of achievement goal theory to physical education: implications for enhancing motivation. Quest, 47, 475-489. https://doi.org.10.1080/00336297.1995.10484170.
• Vallerand, R. J. (1997). Toward a hierarchical model of intrinsic and extrinsic motivation. In M. Zanna (Ed.), Advances in experimental social psychology (pp. 271-360). Academic Press.
• Vallerand, R. J., & Losier, G. F. (1999). An integrative analysis of intrinsic and extrinsic motivation in sport. Journal of Applied Sport Psychology, 11, 142-169. https://doi.org.10.1080/10413209908402956
• Vallerand, R. J., & Rousseau, F. L. (2001). Intrinsic and extrinsic motivation in sport and exercise: A review using the hierarchical model of intrinsic and extrinsic motivation. In R. N. Singer, H. A. Hausenblas, & C. M. Janelle (Eds.), Handbook of sport psychology (2nd ed., pp. 389-416). Wiley.
• Vlachopoulos, S. P., & Michailidou, S. (2006). Development and initial validation of a measure of autonomy, competence, and relatedness: The Basic Psychological Needs in Exercise Scale. Measurement in Physical Education and Exercise Science, 10, 179-201. https://doi.org.1010.1207/s15327841mpee1003_4