Victoria E. Warburton

Antecedents of approach-avoidance achievement goal adoption: An analysis of two physical education activities

The purpose of this study was to determine the relationship between implicit theories of ability and competence perceptions to changes in approach-avoidance goal adoption in two specific activities in the curriculum. Four hundred and thirty pupils, aged 11–15 years, completed measures of approach-avoidance goals, perceived competence and implicit theories of ability at the start and end of a tennis or cricket unit of work in physical education (PE). In both tennis and cricket, most of the variance in the variables under investigation was due to differences between pupils and not to differences between classes. Controlling for prior approach-avoidance goal adoption, incremental beliefs predicted change in mastery-approach goal adoption and perceptions of competence predicted change in performance-approach goal adoption over the unit of work in both tennis and cricket. Differences in the predictive pattern of antecedents to changes in goal adoption emerged between activities.

Appearance- and competition-focused performance goals: examining their links with performance in physical education.

We examined the utility of distinguishing between appearance- and competition-focused approach and avoidance performance goals to our understanding of motivation in physical education. Four achievement goals were tested composed of approach–avoidance and appearance–competition components. Three hundred and two pupils, aged 11–14 years, completed measures of appearance–competition approach–avoidance goals at the start of a football or gymnastics unit of work in physical education. Teacher-rated effort and National Curriculum attainment levels were recorded at the end of the unit of work as markers of performance in physical education. Confirmatory factor analysis supported the delineation of four goals in terms of the approach–avoidance and appearance–competition elements. Regression analyses subsequently revealed differences in the predictive utility of the four goals to performance in physical education. Thus, our understanding of motivational processes in physical education may be enhanced by utilising a more differentiated conception of normative achievement goals.