Philippe Sarrazin

The trichotomous achievement goal model and intrinsic motivation: A sequential mediational analysis.

This experiment was designed to extend the research by Elliot and Harackiewicz (1996) on the trichotomous achievement goal model in several important ways and to more thoroughly document the processes through which the goals in the trichotomous model influence intrinsic motivation. Results indicated that performance–avoidance goals undermined intrinsic motivation relative to performance–approach and mastery goals; the latter goals evidenced the same intrinsic motivation. These results were obtained using highly evaluative performance goal manipulations, with early adolescent participants, and for a motor task relevant to physical ability. Sequential mediational analyses revealed that competence valuation, state anxiety, and task absorption processes accounted for the observed effects. Perceived competence served neither mediating nor moderating roles.

Perceptions of Competence, Implicit Theory of Ability, Perception of Motivational Climate, and Achievement Goals: A Test of the Trichotomous Conceptualization of Endorsement of Achievement Motivation in the Physical Education Setting

To test and extend the conceptualization of the endorsement of achievement goals in the physical education setting Mastery, Performance-approach, and Performance-approach goals, Perception of the physical education competence, Implicit theory about sport ability, and Perception of the motivational climate were assessed among 682 boys attending five French schools. Analysis indicated that (1) Performance-approach goals were positively associated with perception of physical education Competence, Entity beliefs about sport ability, the Performance dimension of the motivational climate, and negatively associated with Incremental beliefs about sport ability. (2) Mastery goals were positively associated with perception of physical education Competence, Incremental beliefs about sport ability, the Mastery dimension of the motivational climate, and negatively associated with the Performance dimension of the motivational climate. Also, (3) Performance-avoidance goals were positively associated with Entity beliefs about sport ability and the Performance dimension of the motivational climate; these goals were negatively associated with Incremental beliefs about sport ability and perception of physical education Competence. These results clearly attested to the validity of the trichotomous model in the physical education setting.

The Effects of an Experimental Programme to Support Students' Autonomy on the Overt Behaviours of Physical Education Teachers.

Although the benefits of autonomy supportive behaviours are now well established in the literature, very few studies have attempted to train teachers to offer a greater autonomy support to their students. In fact, none of these studies has been carried out in physical education (PE). The purpose of this study is to test the effects of an autonomy-supportive training on overt behaviours of teaching among PE teachers. The experimental group included two PE teachers who were first educated on the benefits of an autonomy supportive style and then followed an individualised guidance programme during the 8 lessons of a teaching cycle. Their behaviours were observed and rated along 3 categories (i.e., autonomy supportive, neutral and controlling) and were subsequently compared to those of three teachers who formed the control condition. The results showed that teachers in the experimental group used more autonomy supportive and neutral behaviours than those in the control group, but no difference emerged in relation to controlling behaviours. We discuss the implications for schools of our findings.RésuméSi les bienfaits des comportements soutenant l’autonomie sont désormais clairement identifiés dans la littérature, peu de travaux ont tenté de modifier le style des enseignants dans le sens d’un meilleur soutien de l’autonomie des élèves, et aucun ne s’est intéressé au domaine de l’éducation physique (EP). L’objectif de cette étude était de tester l’intérêt d’un programme de formation visant à sensibiliser les enseignants d’EP aux bienfaits d’un style soutenant l’autonomie. Deux enseignants formant le groupe expérimental ont d’abord été sensibilisés à ce style d’enseignement, puis ont bénéficié d’un suivi individualisé pendant la durée d’un cycle d’enseignement de 8 leçons. Au cours de celui-ci, leurs comportements ont été observés et codés en 3 catégories (i.e., soutenant l’autonomie, neutres et contrôlants) afin d’être comparés à ceux de 3 enseignants témoins. Les résultats montrent que les enseignants du groupe expérimental ont utilisé davantage de comportements soutenant l’autonomie et neutres que leurs collègues du groupe témoin, mais qu’aucune différence significative n’est apparue concernant les comportements contrôlants. La discussion se focalise sur l’interprétation et les implications scolaires de ces résultats.

Explanatory style and resilience after sports failure

Some athletes habitually explain bad events with causes that are stable in time and global in effect, and explain good events with causes that are unstable and specific. This pessimistic explanatory style constitutes a dispositional risk factor likely to lead to lower expectations of success, to increased anxiety, and to poor achievement. 62 participants (mean age 14 years) performed a basketball dribbling trial and were given false feedback indicating that they had failed. Consistent with prediction, in a second trial, the optimistic participants (N = 22) were less anxious (assessed by heart rate acceleration), more confident, and performed better than pessimistic participants (N = 20). A third group with a neutral explanatory style (N = 20) obtained scores which were between the two other groups.

Predicting persistence or withdrawal in female handballers with social exchange theory

Two complementary studies were conducted to explain the dropout phenomenon with French female handball players, utilizing the tenets of social exchange theory (Thibaut & Kelley, 1959; Rusbult, 1980). In the first study, the aim was to more fully explore the sources of enjoyment by emphasizing the key variables in the costs/benefits analysis. We postulate that the costs/benefits analysis consists in each athlete estimating the probability of reaching the most desired consequences for him or her (e.g., learn and improve skill, affiliation with others, be better than the others). The subjects were 488 French women aged from 15-19 years. Structural equation modeling (SEM) revealed that enjoyment in handball was predicted by a latent variable (named perceived benefits) subjacent to perceptions of competence, autonomy, relatedness, progress, coachs support, and time of play. In the second study, we tested a sport commitment model based on the social exchange postulates, using SEM analyses and a prospective des...

The effects of teachers’ expectations about students’ motivation on teachers’ autonomy‐supportive and controlling behaviors

Abstract Previous studies in both educational and sport settings have examined the relationship between teachers’ and coaches’ expectations and behaviors towards students and athletes. The purpose of the present study was to extend this line of research by examining the effects of teachers’ expectations about students’ motivation on the frequency of controlling and autonomy‐supportive behaviors. Following the assessment of teachers’ expectations about students’ motivation and the assessment of students’ self‐determined motivation at the end of the first lesson, the interactions between PE teachers from nine classes and 172 students were videotaped and systematically coded during the six following gymnastics courses. Analyses revealed that (1) teachers’ expectations were not related to students’ initial self‐determined motivation, (2) overall, teachers interacted less frequently with students that they expected to be more motivated, and (3) teachers were much more controlling with students that they believed to be not motivated. The results are discussed in terms of the consequences of this differentiated treatment for students’ autonomous motivation

The trichotomous model and investment in learning to prepare for a sport test: a mediational analysis.

BACKGROUND Contemporary views on motivation suggest that the approach-avoidance achievement goals conceptualization--namely the trichotomous model--can shed light on the important issue of student motivation. AIMS To test the predictive value of the trichotomous model on the investment in learning a sport task for test preparation, and to validate a model which included a set of psychological processes (i.e., state anxiety and competence valuation) which mediate the relationship between the three goals (i.e., performance-approach, performance-avoidance, and mastery goals) and test preparation. The study was designed to investigate the direct and mediational effects of three experimental goal conditions on the time in which pupils prepared for a sport test. SAMPLE French male school pupils (N = 75). Pupils were aged 13-15 years and attended schools in southern France. METHOD Pupils prepared themselves for a sport task with a 5-minute period of training, and performed in one of three experimental conditions to which they were randomly assigned: a performance goal with a positive outcome focus (performance-approach), a performance goal with a negative outcome focus (performance-avoidance), or a mastery goal. RESULTS Pupils in the performance-avoidance group reported higher state anxiety and lower competence valuation than those in the performance-approach and mastery groups, and this psychological state was associated with less time taken to prepare for the test. CONCLUSION School pupils placed in an examination preparation context that elicits a performance goal with a negative outcome focus (performance-avoidance) show motivational deficits which manifest themselves in less time spent practising. The trichotomous model appears to be valid for the study of motivational processes in school physical education.

Self-belief does make a difference: A reciprocal effects model of the causal ordering of physical self-concept and gymnastics performance

Abstract A large body of research in support of the reciprocal effects model of causal ordering demonstrates that prior academic self-concept predicts subsequent academic achievement beyond what can be explained in terms of prior achievement. Here we evaluate the generalizability of this support for the reciprocal effects model to a physical activity context in which achievement is reflected in gymnastics skills on a standardized gymnastics performance test evaluated by expert judges. Based on the responses of 376 adolescents collected at the start (T1) and end (T2) of a gymnastics training programme, there is support for a reciprocal effects model in which there are significant paths leading from both T1 gymnastics self-concept to T2 gymnastics skills and from T1 gymnastics skills to T2 self-concept. Although there were gender and age effects (girls and older participants had better gymnastics skills, boys had higher self-concepts), multiple group structural equation models indicated that support for the reciprocal effects model generalized over responses by boys and girls. In summary, self-concept and performance are both determinants and consequences of each other.

Interventions promoting physical activity among obese populations: a meta-analysis considering global effect, long-term maintenance, physical activity indicators and dose characteristics

As the benefits that regular physical activity (PA) have on obesity are well known, many interventions promote active lifestyle adoption among obese populations. This meta‐analysis aims to determine (i) the global effect that interventions promoting PA among obese populations have on their PA behaviour; (ii) variations in the effect of interventions depending on the PA indicator used; (iii) the programmes dose characteristics and (iv) maintenance of the intervention effects after the intervention has ended. A comprehensive search through databases and review articles was completed. Forty‐six studies met the inclusion criteria. Calculations of effect size (Cohens d) and a moderator analysis were conducted. The meta‐analysis showed that interventions globally have an impact on the PA behaviour of obese populations (d = 0.44; 95% CI = 0.31, 0.57). The moderator analysis revealed that interventions of less than 6 months reported significantly larger effects than longer interventions. Moreover, the interventions had a stronger impact on the number of steps and the PA indexes (i.e. composite scores reflecting PA practice) than on other PA indicators. Finally, the analysis revealed that interventions succeed in maintaining PA behaviour after the intervention is over. However, relatively few studies addressed this issue (n = 9). Despite global positive effects, further research is needed to determine the optimal dose for interventions and to evaluate the maintenance of intervention effects.

Promoting Adolescent health through an intervention aimed at improving the quality of their participation in Physical Activity (PAPA): Background to the project and main trial protocol

Funded by the European Commission, the Promoting Adolescent health through an intervention is aimed at improving the quality of their participation in Physical Activity (PAPA) project revolved around the potential of youth sport to promote childrens mental and emotional health and physical activity engagement. A theoretically grounded coach education training programme (i.e. Empowering Coaching™), which was designed to create a sporting environment which was more positive and adaptive for young children, was customised for grassroots soccer, delivered and evaluated via a multi-method cluster RCT across five European countries; namely, England, France, Greece, Norway and Spain. In this article, a key part of the protocol of this large and multi-faceted project is presented. The ethical standards and procedures, characteristics of the population targeted and overall study design, and core self-report questionnaire measures completed by the players are described. Information is provided as well on the translation principles and procedures and data-collection procedures adopted in the PAPA project.