Effects of Motivation on Standing Broad Jump Performance of Children

Abstract

Children (N=269) in grades 1, 2, and 3 were given six trials of the standing broad jump under one of three incentive conditions. One incentive involved the use of verbal motivation. The first visual incentive utilized the visualization of previous efforts in regard to lines on the jumping surface. The second visual incentive involved visually relating performance to the child's height which was marked on the jumping surface. Visual motivation positively affected the standing broad jump performance of children in grades 1, 2, and 3 above and beyond the effects of verbal motivation.