A computer-based observational assessment of the teaching behaviours that influence motivational climate in Physical Education

The primary purpose of this study was to use an established behavioural taxonomy (Ames, 1992 Ames C (1992b) Achievement goals and the classroom motivational climate in: J. Meece & D. Schunck (Eds) Student perceptions in the classroom Hillsdale NJ Erlbaum 327 348 [Google Scholar]b) as a computer-based observational coding system to assess the teaching behaviours that influence perceptions of the motivational climate in Physical Education (PE). The secondary purpose was to determine the degree of congruence between the behavioural assessment and pupils' and teachers' subjective perceptions of the climate. Additionally, pupils' and teachers' perceptions of the climate were compared. Four researchers experienced in teacher education adapted a software package to create a behavioural coding system for measuring the task, authority, recognition, grouping, evaluation and time (TARGET, Epstein, 1989 Epstein J (1989) Family structures and student motivation: a developmental perspective in: C. Ames & R. Ames (Eds) Research on motivation in education 3 New York Academic Press 259 295 [Google Scholar]) aspects of the lessons. Six student teachers were filmed teaching PE to different classes involving a total of 118 pupils. Objective assessment of the TARGET structures revealed a strong mastery focus on self-referenced improvement and effort for the recognition and evaluation structures. In contrast the task design (undifferentiated and uni-dimensional) and authority structure (teacher centred) were strongly performance focused. Furthermore, the grouping structure involved more whole class situations compared to small cooperative groups (more performance focused), whereas the time structure was more mastery focused (time to improve). Congruency was evident between the objective assessment and the subjective perceptions of the climate. Further investigation suggested an additive relationship between the TARGET structures with recognition and evaluation being the most influential in determining pupils' climate perceptions. Comparisons between teachers' and pupils' perceptions revealed significant differences in perceptions of a performance climate. The implications for physical educators are discussed.