Document Type : Original research study
Author
Asistant Professor of Kharazmi Univercity
Abstract
The purpose of this study was to investigate the effects of intervention program with mastery motivational climate and teacher-centered approach on self-esteem and fundamental movement skills of eight to ten years old children. Sixty boy and girl elementary school students were randomly assigned in mastery motivational climate, teacher-centered and control groups. Intervention program was consisted of 24, 45-minute sessions of teaching fundamental movement skills, during a twelve-week period. The results revealed that in post test the level of fundamental movement skills and self steem of two intervention groups were higher than control group and the mastery motivational climate group was better than teacher-centered group. It can be conclouded that intervention programs with mastery motivational climate approach, Increase the self-esteem of children and with facilitation the children's participation in physical activity and sport raised the motor proficiency of them.
Keywords
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2. Balaguer I., Casdllo I. & Duda J. L. (2008). Apoyo a la autonom´ıa, sadsfacci ´on de las necesidades, motivaci ´on y bienestar en deportistas de competici ´ on: Un an´alisis de la teor´ıa de la autodeterminaci ´ on,” Revista de Psicolog´ıa del Deporte. 17: 123–139.
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8. Conroy D. E. & Coatsworth J. D. (2006). Coach training as a strategy for promoting
2. Balaguer I., Casdllo I. & Duda J. L. (2008). Apoyo a la autonom´ıa, sadsfacci ´on de las necesidades, motivaci ´on y bienestar en deportistas de competici ´ on: Un an´alisis de la teor´ıa de la autodeterminaci ´ on,” Revista de Psicolog´ıa del Deporte. 17: 123–139.
3. Bisinger C., Laure P. & France AM. (2006). Regular extracurricular sports practice does not prevent moderate or severe variations in self-esteem or trait anxiety in early adolescents. Journal of Sport Science Medicine. 5: 124-131.
4. Baena-Extremera A., Gómez-López. M., Granero-Gallegos. A. & Abraldes J. A. (2014). Motivation, Motivational Climate and Importance of Physical Education. Procedia- Social and Behavioral Sciences. 132, 37–42.
5. Bowler. M. )2009(. The influence of the TARGET motivational climate structures on pupil physicl activity levels during year 9 athletics lessons. Education line. Paper presented at the British Educational Research Association Annual Conference, University of Manchester.
6. Cantin, N., Ryan, J. & Polatajko H.J. (2014). Impact of task difficulty and motor ability on visual-motor task performance of children with and without developmental coordination disorder. Human movement science,. 34, 217-232.
7. Cecchini, J. A., Gonza´lez, C., Carmona, A. M., Arruza, J., Escartı´, A., & Balague´, G. (2001). The influence of the physical education teacher on intrinsic motivation, self-confidence, anxiety, and pre- and post-competition mood states. European Journal of Sport Science, 1, 1_12.
8. Conroy D. E. & Coatsworth J. D. (2006). Coach training as a strategy for promoting
منابع
youth social development. Sport Psychologist, 20 (2): 128–144.
youth social development. Sport Psychologist, 20 (2): 128–144.
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17. Hein, V. & Hagger, M S. (2007). Global Self Steem, Goal Achievment Orientation, and self-Determined Behavioural regulations in a Physical Education Setting. journal of Sport Sciences. 25 (2): 149-159.
18. Hitchcock, E.R. & Byun T. M. (2015). Enhancing generalisation in biofeedback intervention using the challenge point framework: A case study. Clinical linguistics & phonetics. 29(1): 59-75.
19. Jõesaar H., Hein V. & Hagger M S. (2012). Youth athletes’ perception of autonomy support from the coach, peer motivational climate and intrinsic motivation in sport setting: One-year effects. Psychology of Sport and Exercise. 13: 257-262
20. Kalaja, S., Jaakkola, T., Watt, A., Liukkonen, J. & Ommundsen. Y. (2009). The associations between seventh grade Finnish students' motivational climate perceived competence, self-determined motivation, and fundamental movement skills. European Physical Education Review. 15(3):315–335:364714.
21. Keegan, R. J., Harwood, C. G., Spray, C. M., & Lavallee, D. E. (2009). A qualitative investigation exploring the motivational climate in early career sports participants: Coach, parent and peer influences on sport motivation. Psychology of Sport and Exercise, 10, 361–372.
22. Kevin, M. (2016). Reconceptualizing Motivational Climate in Physical Education and Sport Coaching: An Interdisciplinary Perspective. Quest. 5: 1-18
23. Larson R.W. & Kleiber D. (1993). Daily experience of adolescents, in Handbook of Clinical Research and PracticeWith Adolescents, P. Tolan and B. Cohler, Eds., pp. 125–145, John Wiley & Sons, New York, NY, USA.
24. Laura, B., Maurizio, B., Francesca, V., Edson, F. & Claudio R. (2015). The Effects of Motivational Climate Interventions on Psychobiosocial States in High School Physical Education. Research Quarterly for Exercise and Sport. 00:1-9.
25. L´opez-Walle J., Balaguer, I. Castillo I. & Trist´an J. (2011). Perceived motivational climate, self-determined motivation and self-esteem in young mexican athletes,” Revista de Psicologia del Deporte. 20 (1): 209–222.
26. Logan, S., Robinson, L., Webster, E. K., Barber, L (2013). Exploring preschoolers’ engagement and perceived physical competence in an autonomy-based object control skill intervention: A preliminary study. Eurepian Physical Education Review. 19(3): 302-314.
27. Martin, E. H., Rudisill, M. E., & Hastie, P. A. (2009). Motivational climate and fundamental motor skill performance in a naturalistic physical education setting. Physical Education and Sport Pedagogy. 14, 227–240.
28. Morgan, K., & Carpenter, P. J. (2002). Effects of manipulating motivational climate in physical education lessons. European Physical Education Review, 8, 207_229.
29. Nayebifard h (2003). Normalization of Self Esteem Inventory and investigating the fit of it with the rasch model. Master's Thesis. Faculty of psychology, Univercity of Allameh tabatabaei.
30. Newell, K. (1986). Constraints on the development of coordination. In M. G. Wade & h. t. Whiting (Ed.), Motor development in childeren: aspects of coordination and control. Dordrecht, The Netherlands: Nijhoff. p 341-360.
31. Nicholls, J. G. (1984). Achievement motivation: Conceptions of ability, subjective experience, task choice, and performance. Psychological Review. 1984. 91, 328–346.
32. O’Rourke D J., Smith R E., Smoll F L. & Cumming S P. (2012). Parent-InitiatedMotivational Climate, Self-Esteem, and Autonomous Motivation in Young Athletes: Testing Propositions from Achievement Goal and Self-Determination Theories. Child Development Research.ID: 393914.
33. Payne, V. G., & Isaacs, L. D (2012). Human motor development: A lifespan approach. Mountain View, Calif: Mayfield Pub. Co. P: 23-5.
34. Reinboth M. & Duda, J. L. (2006). Perceived motivational climate, need satisfaction and indices of well-being in team sports: a longitudinal perspective,” Psychology of Sport and Exercise. 7 (3): 269–286.
35. Robinson, L. E. (2011). Effect of a Mastery Climate Motor Program on Object Control Skills and Perceived Physical Competence in Preschoolers. Research Quarterly for Exercise and Sport. 82:2, 355-359.
36. Rodewalt F, Tragakis MW. (2003). Self-esteem and self-regulation: Toward optimal studies of self-esteem. Psychological Inquiry, 14(1): 66-70.
37. Sampaio, D. F., Valentini, N. C. (2015). Gymnastic Rhytmic’ Youth Sport: Traditional Approach and Mastery Motivational Climate Approach. Rev. Educ. 26 (1): 1-10.
38. Smoll F. L., Smith R. E., Barnett N. P., & Everett J. J. (1993). Enhancement of children’s self-esteem through social support training for youth sport coaches. Journal of Applied Psychology. 78 (4): 602–610.
39. Standage M. and Gillison F. (2007). Students’ motivational responses toward school physical education and their relationship to general self-esteem and health-related quality of life,” Psychology of Sport and Exercise. 8,(5): 704–721.
40. Silverman, S. (1990). Linear and curvilinear relationships between student practice and achievement in physical education. Teaching & Teacher Education. 6(2): 305–314.
41. Smith, R. E., Smoll, F. L., & Cumming, S. P. (2007). Effects of a motivational climate intervention for coaches on young athletes’ sport performance anxiety. Journal of Sport and Exercise Psychology, 29, 39–59.
9. Csikszentmihalyi M. & Larson R.W. (1984). Being Adolescent, Basic Books, New York, NY, USA.
10. Deci, E.L.,& Ryan,R.M.(1995).Human autonomy: The basis for true self-esteem. In M. Kemis (Ed.), Efficacy, agency, and self-esteem (pp. 31-49). New York: Plenum
Dweck C. S. (1999). Self-Theories and Goals: Their Role inMotivation, Personality, and Development, Taylor & Francis, Philadelphia, Pa, USA.
11. Gabbard, C. (2008). Lifelong motor development (5th ed.). San Francisco ,CA: Benjamin Cummings. P: 19-20
12. Gallahue, D. L., Ozmun. J. C., Goodway. J. D. (2012) Understanding motor development: Infants, Children, Adolescents, Adults, (7 th ed). Boston, MA: mcgraw-hill . P: 91-2.
13. Georgiadis, M. M. Biddle, S. J. H. & Chatzisarantis, N. L. D. (2001). The mediating role of self-determination in the relationship between goal orientations and physical self-worth in Greek exercisers. European Journal of Sport Science. 1(5): 1–9.
14. Harwood, C.G., Keegan R.J., Smith J.M.J. & Raine A.S. (2015). A Systematic Review of the Intrapersonal Correlates of Motivational Climate Perceptions in Sport and Physical Activity. Psychology of Sport and Exercise. 18, 9-25.
15. Harter, S. (1982).The perceived competence scale for children. Child Development. 08, 32-32.
16. Harter, S. (1998). The development of self-representations. In W. Damon (Series Ed.) & N. Eisenberg (Vol. Ed.), Handbook of child psychology: Vol. 3. Social, emotional, and personality development (5th ed., Vol. 3, pp. 553–618). New York: Wiley. P: 45-9.
17. Hein, V. & Hagger, M S. (2007). Global Self Steem, Goal Achievment Orientation, and self-Determined Behavioural regulations in a Physical Education Setting. journal of Sport Sciences. 25 (2): 149-159.
18. Hitchcock, E.R. & Byun T. M. (2015). Enhancing generalisation in biofeedback intervention using the challenge point framework: A case study. Clinical linguistics & phonetics. 29(1): 59-75.
19. Jõesaar H., Hein V. & Hagger M S. (2012). Youth athletes’ perception of autonomy support from the coach, peer motivational climate and intrinsic motivation in sport setting: One-year effects. Psychology of Sport and Exercise. 13: 257-262
20. Kalaja, S., Jaakkola, T., Watt, A., Liukkonen, J. & Ommundsen. Y. (2009). The associations between seventh grade Finnish students' motivational climate perceived competence, self-determined motivation, and fundamental movement skills. European Physical Education Review. 15(3):315–335:364714.
21. Keegan, R. J., Harwood, C. G., Spray, C. M., & Lavallee, D. E. (2009). A qualitative investigation exploring the motivational climate in early career sports participants: Coach, parent and peer influences on sport motivation. Psychology of Sport and Exercise, 10, 361–372.
22. Kevin, M. (2016). Reconceptualizing Motivational Climate in Physical Education and Sport Coaching: An Interdisciplinary Perspective. Quest. 5: 1-18
23. Larson R.W. & Kleiber D. (1993). Daily experience of adolescents, in Handbook of Clinical Research and PracticeWith Adolescents, P. Tolan and B. Cohler, Eds., pp. 125–145, John Wiley & Sons, New York, NY, USA.
24. Laura, B., Maurizio, B., Francesca, V., Edson, F. & Claudio R. (2015). The Effects of Motivational Climate Interventions on Psychobiosocial States in High School Physical Education. Research Quarterly for Exercise and Sport. 00:1-9.
25. L´opez-Walle J., Balaguer, I. Castillo I. & Trist´an J. (2011). Perceived motivational climate, self-determined motivation and self-esteem in young mexican athletes,” Revista de Psicologia del Deporte. 20 (1): 209–222.
26. Logan, S., Robinson, L., Webster, E. K., Barber, L (2013). Exploring preschoolers’ engagement and perceived physical competence in an autonomy-based object control skill intervention: A preliminary study. Eurepian Physical Education Review. 19(3): 302-314.
27. Martin, E. H., Rudisill, M. E., & Hastie, P. A. (2009). Motivational climate and fundamental motor skill performance in a naturalistic physical education setting. Physical Education and Sport Pedagogy. 14, 227–240.
28. Morgan, K., & Carpenter, P. J. (2002). Effects of manipulating motivational climate in physical education lessons. European Physical Education Review, 8, 207_229.
29. Nayebifard h (2003). Normalization of Self Esteem Inventory and investigating the fit of it with the rasch model. Master's Thesis. Faculty of psychology, Univercity of Allameh tabatabaei.
30. Newell, K. (1986). Constraints on the development of coordination. In M. G. Wade & h. t. Whiting (Ed.), Motor development in childeren: aspects of coordination and control. Dordrecht, The Netherlands: Nijhoff. p 341-360.
31. Nicholls, J. G. (1984). Achievement motivation: Conceptions of ability, subjective experience, task choice, and performance. Psychological Review. 1984. 91, 328–346.
32. O’Rourke D J., Smith R E., Smoll F L. & Cumming S P. (2012). Parent-InitiatedMotivational Climate, Self-Esteem, and Autonomous Motivation in Young Athletes: Testing Propositions from Achievement Goal and Self-Determination Theories. Child Development Research.ID: 393914.
33. Payne, V. G., & Isaacs, L. D (2012). Human motor development: A lifespan approach. Mountain View, Calif: Mayfield Pub. Co. P: 23-5.
34. Reinboth M. & Duda, J. L. (2006). Perceived motivational climate, need satisfaction and indices of well-being in team sports: a longitudinal perspective,” Psychology of Sport and Exercise. 7 (3): 269–286.
35. Robinson, L. E. (2011). Effect of a Mastery Climate Motor Program on Object Control Skills and Perceived Physical Competence in Preschoolers. Research Quarterly for Exercise and Sport. 82:2, 355-359.
36. Rodewalt F, Tragakis MW. (2003). Self-esteem and self-regulation: Toward optimal studies of self-esteem. Psychological Inquiry, 14(1): 66-70.
37. Sampaio, D. F., Valentini, N. C. (2015). Gymnastic Rhytmic’ Youth Sport: Traditional Approach and Mastery Motivational Climate Approach. Rev. Educ. 26 (1): 1-10.
38. Smoll F. L., Smith R. E., Barnett N. P., & Everett J. J. (1993). Enhancement of children’s self-esteem through social support training for youth sport coaches. Journal of Applied Psychology. 78 (4): 602–610.
39. Standage M. and Gillison F. (2007). Students’ motivational responses toward school physical education and their relationship to general self-esteem and health-related quality of life,” Psychology of Sport and Exercise. 8,(5): 704–721.
40. Silverman, S. (1990). Linear and curvilinear relationships between student practice and achievement in physical education. Teaching & Teacher Education. 6(2): 305–314.
41. Smith, R. E., Smoll, F. L., & Cumming, S. P. (2007). Effects of a motivational climate intervention for coaches on young athletes’ sport performance anxiety. Journal of Sport and Exercise Psychology, 29, 39–59.
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43. Theeboom, M., De Knop, P., & Weiss, M. (1995). Motivational climate, psychological responses, and motor skill development in children’s sport: A field-based intervention study. Journal of Sport and Exercise Psychology, 17, 294_311.
44. Treasure, D. (2001). Enhancing young people’s motivation in youth sport: An achievement goal approach. In G. Roberts (Ed.), Advances in motivation in sport and exercise (pp. 263_320). Champaign, IL: Human Kinetics.
45. Ulrich, D, A. (2000). Test of Gross Motor Development. 2th ed. Austin, TX: Pro-Ed.
46. Valentini, N. C., & Rudisill, M.(2004). Motivational climate, motor skill development, and perceived competence: Two studies of developmentally delayed kindergarten children. Journal of Teaching in Physical Education. 23, 216 –234.
47. Weinberg, R.S. & Gould, D. (2007). Foundations of Sport and Exercise Psychology. Human Kinetics Publishers, Champaign.
48. Weiss M. R., (2002). Developmental Sport and Exercise Psychology: A Lifespan Perspective, Fitness Information Technology,Morgantown, WVa, USA.
49. Zare Zade M. Determining reliability and validity of test of gross motor development (Ulrich, 2000) in 3-11 aged children of Tehran city. (2010).doctoral dissertation. Tehran Univ Fac Phys Educ Sport sci. P: 41-4 (Persian).
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