| Article ID | Journal | Published Year | Pages | File Type |
|---|---|---|---|---|
| 894503 | Psychology of Sport and Exercise | 2013 | 8 Pages |
•This study examined change in young adolescents' physical self-perceptions across the transition to secondary school.•Change in self-beliefs was associated with change in perceived teacher-emphasised goals in physical education classes.•Increase in teacher performance approach goals was positively related to a number of self-beliefs.•Increase in teacher mastery approach goals was negatively associated with ratings of flexibility and sport competence.
ObjectivesThis study aimed to examine the effects of change in perceived teacher achievement goal emphasis in physical education (PE) on physical self-perceptions and self-esteem across the transition to secondary school.Design & methodsA longitudinal design was adopted with three time points, one at the end of primary school and two during the first year of secondary school. Participants (N = 491) were cross-classified by primary (N = 42) and secondary (N = 46) PE class in order to examine the association between perceived class-level teacher-emphasised goals and within-class student goals with self-beliefs.ResultsPersonal approach goals and class perceptions of teacher mastery approach goal promotion were all positively associated with ratings of co-ordination, sport competence, flexibility, and endurance in primary school. More favourable perceptions of coordination, sport competence, strength, flexibility, and endurance during the first year of secondary school were predicted by an increase in performance approach goal emphasis, whereas ratings of sport competence and flexibility were negatively associated with an increase in mastery approach goal emphasis.ConclusionsAlthough not entirely consonant with theoretical predictions, current findings suggest that teacher-emphasised performance approach goals in PE can promote development of several physical self-perceptions in the initial year of secondary school.
