Skip to main page content
U.S. flag

An official website of the United States government

Dot gov

The .gov means it’s official.
Federal government websites often end in .gov or .mil. Before sharing sensitive information, make sure you’re on a federal government site.

Https

The site is secure.
The https:// ensures that you are connecting to the official website and that any information you provide is encrypted and transmitted securely.

Access keys NCBI Homepage MyNCBI Homepage Main Content Main Navigation
. 2017 Sep 5:8:1517.
doi: 10.3389/fpsyg.2017.01517. eCollection 2017.

Implementing the TARGET Model in Physical Education: Effects on Perceived Psychobiosocial and Motivational States in Girls

Laura Bortoli  1 , Maurizio Bertollo  1 , Edson Filho  2 , Selenia di Fronso  1 , Claudio Robazza  1
Affiliations

Implementing the TARGET Model in Physical Education: Effects on Perceived Psychobiosocial and Motivational States in Girls

Laura Bortoli et al. Front Psychol. .

Abstract

Grounded in achievement goal and self-determination theories, the purpose of this study was to investigate the effects of mastery and performance climate interventions on students' psychobiosocial (PBS) states and self-determined motivation. A first study was conducted to determine the validity of the measures. In a second study, two groups of female students (N = 65, 14-15 years of age) took part in the investigation. A mastery-performance group participated in eight task-involving lessons and then in another set of eight ego-involving lessons. A performance-mastery group participated in ego-involving lessons and then in task-involving lessons. Findings revealed that the program was effective in changing PBS states and self-determined motivation in the performance-mastery group. In particular, participants in this group reported lower scores on pleasant/functional PBS states and self-determined motivation after the first phase of the intervention. Furthermore, lower levels of self-determined motivation were maintained after the second phase of the intervention, thereby suggesting detrimental carryover effects.

Keywords: achievement goal theory; emotion; motivation; physical education; psychobiosocial states; self-determination theory.

PubMed Disclaimer

Figures

FIGURE 1
FIGURE 1
Standardized parameter values of the path model from Study 1. The path between performance climate and the PBS index is significant at p = 0.013. All other paths are significant at p < 0.001.
See this image and copyright information in PMC

References

    1. Ames C. (1992). “Achievement goals, motivational climate, and motivational processes,” in Motivation in Sport and Exercise, ed. Roberts G. C. (Champaign, IL: Human Kinetics; ), 161–176.
    1. Barkoukis V., Hagger M. S. (2013). The trans-contextual model: perceived learning and performance motivational climates as analogues of perceived autonomy support. Eur. J. Psychol. Educ. 28 353–372. 10.1007/s10212-012-0118-5 - DOI
    1. Barkoukis V., Tsorbatzoudis H., Grouios G. (2008). Manipulation of motivational climate in physical education: effects of a seven-month intervention. Eur. Phys. Educ. Rev. 14 367–387. 10.1177/1356336X08095671 - DOI
    1. Biddle S. J. H., Braithwaite R., Pearson N. (2014). The effectiveness of interventions to increase physical activity among young girls: a meta-analysis. Prev. Med. 62 119–131. 10.1016/j.ypmed.2014.02.009 - DOI - PubMed
    1. Bortoli L., Bertollo M., Comani S., Robazza C. (2011). Competence, achievement goals, motivational climate, and pleasant psychobiosocial states in youth sport. J. Sport Sci. 29 171–180. 10.1080/02640414.2010.530675 - DOI - PubMed

LinkOut - more resources