Reconceptualizing Motivational Climate in Physical Education and Sport Coaching: An Interdisciplinary Perspective

References

• Almond, L., & Whitehead, M. (2012a). Physical literacy: Clarifying the nature of the concept. Physical Education Matters, 7, 68–71.
   Google Scholar
• Almond, L., & Whitehead, M. (2012b). Translating physical literacy into practice for all teachers. Physical Education Matters, 7, 67–70.
   Google Scholar
• Ames, C. (1992a). Achievement goals, motivational climate, and motivational processes. In G. C. Roberts (Ed.), Motivation in sport and exercise (pp. 161–176). Champaign, IL: Human Kinetics.
   Google Scholar
• Ames, C. (1992b). Classrooms: Goals, structures, and student motivation. Journal of Educational Psychology, 84, 261–271. doi:10.1037/0022-0663.84.3.261
   Web of Science ®Google Scholar
• Ames, C., & Ames, R. (1984). Systems of student and teacher motivation: Toward a qualitative definition. Journal of Educational Psychology, 76, 535–556. doi:10.1037/0022-0663.76.4.535
   Web of Science ®Google Scholar
• Ames, C., & Archer, J. (1988). Achievement goals in the classroom: Students’ Learning strategies and motivational processes. Journal of Educational Psychology, 80, 260–267. doi:10.1037/0022-0663.80.3.260
   Web of Science ®Google Scholar
• Assessment Reform Group. (1999). Assessment for learning: Beyond the black box. Cambridge, UK: University of Cambridge School of Education.
   Google Scholar
• Bass, B. M., & Riggio, R. E. (2006). Transformational leadership (2nd ed.). Mahwah, NJ: Erlbaum.
   Google Scholar
• Bloom, B., Englehart, M. D., Furst, E. J., Hill, W. H., & Krathwohl, D. R. (1956). Taxonomy of educational objectives: The classification of educational goals, handbook 1: Cognitive domain. New York, US: McKay.
   Google Scholar
• Carpenter, P. J., & Morgan, K. (1999). Motivational climate, personal goal perspectives and cognitive and affective responses in physical education classes. European Journal of Physical Education, 4, 31–44. doi:10.1080/1740898990040103
   Google Scholar
• Cecchini, J., Fernando Riez, J., & Mendez-Gimenez, A. (2014). Effects of Epstein’s TARGET on adolescents’ intentions to be physically active and leisure-time physical activity. Health Education Research, 29, 485–490. doi:10.1093/her/cyu007
   PubMed Web of Science ®Google Scholar
• Chan, J. T., & Mallet, C. J. (2011). The value of emotional intelligence for high performance coaching. International Journal of Sports Science and Coaching, 6, 315–328. doi:10.1260/1747-9541.6.3.315
   Web of Science ®Google Scholar
• Deci, E. L., & Ryan, R. M. (1985). Intrinsic motivation and self-determination in human behavior. New York, US: Plenum.
   Google Scholar
• Digelidis, N., Papaioannou, A., Laparidis, K., & Christodoulidis, T. (2004). A one year intervention in 7th grade physical education classes aiming to change motivational climate and attitudes towards exercise. Psychology of Sport and Exercise, 4, 194–210.
   Web of Science ®Google Scholar
• Duda, J. L., & Balaguer, I. (2007). Coach created motivational climate. In S. Jowett & D. Lavellee (Eds.), Social psychology in sport (pp. 117–130). Champaign, IL: Human Kinetics.
   Google Scholar
• Elliott, A. J., & Church, M. A. (1997). A hierarchical model of approach and avoidance achievement motivation. Journal of Personality and Social Psychology, 72, 218–232. doi:10.1037/0022-3514.72.1.218
   Web of Science ®Google Scholar
• Elliott, A. J., & McGregor, H. A. (2001). A 2 × 2 achievement goal framework. Journal of Personality and Social Psychology, 80, 501–519. doi:10.1037/0022-3514.80.3.501
   PubMed Web of Science ®Google Scholar
• Epstein, J. (1988). Effective schools or effective students? Dealing with diversity. In R. Haskins & B. MacRae (Eds.), Policies for America’s public schools (pp. 89–126). Norwood, NJ: Ablex.
   Google Scholar
• Goldberger, M., & Gerney, P. (1986). Effects of direct teaching styles on motor skill acquisition of 5th grade children. Research Quarterly for Exercise and Sport, 57, 215–219. doi:10.1080/02701367.1986.10605399
   Web of Science ®Google Scholar
• Goudas, M., & Biddle, S. J. H. (1994). Perceived motivational climate and intrinsic motivation in school physical education classes. European Journal of Psychology of Education, 2, 241–250. doi:10.1007/BF03172783
   Web of Science ®Google Scholar
• Hardy, L., Jones, G., & Gould, D. (1996). Understanding psychological preparation for sport: Theory and practice for elite performers. Chichester, England: Wiley.
   Google Scholar
• Harvey, S., Cushion, C., Cope, E., & Muir, B. (2013). A season long investigation into coaching behaviors as a function of practice state: The case of three collegiate coaches. Sports Coaching Review, 2, 13–32. doi:10.1080/21640629.2013.837238
   Google Scholar
• Hassan, M., & Morgan, K. (2015). Effects of a mastery intervention programme on the motivational climate in sport coaching. International Journal of Sport Science and Coaching, 10, 487–503. doi:10.1260/1747-9541.10.2-3.487
   Web of Science ®Google Scholar
• Hassan, M. F. (2011). Developing a mastery motivational climate in sports coaching ( Unpublished doctoral dissertation). Wales, UK: University of Wales Institute, Cardiff.
   Google Scholar
• Hodge, K., Henry, G., & Smith, W. (2013). A case study of excellence in elite sport: Motivational climate in a world champion team. The Sport Psychologist, 28, 60–74. doi:10.1123/tsp.2013-0037
   Web of Science ®Google Scholar
• Hoyle, E., & Wallace, M. (2008). Two faces of organisational irony: Endemic and pragmatic. Organisational Studies, 29, 1427–1447. doi:10.1177/0170840607096383
   Web of Science ®Google Scholar
• Jones, R. L. (2007). Coaching redefined: An everyday pedagogical endeavour. Sport, Education and Society, 12(2), 159–173. doi:10.1080/13573320701287486
   Web of Science ®Google Scholar
• Jones, R. L., Bailey, J., & Thompson, A. (2013). Ambiguity, noticing and orchestration: Further thoughts on managing the complex coaching context. In P. Potrac, W. Gilbert, & J. Denison (Eds.), Routledge handbook of sports coaching (pp. 271–283). London, UK: Routledge.
   Google Scholar
• Jones, R. L., & Standage, M. (2006). First among equals: Shared leadership in the coaching context. In R. L. Jones (Ed.), The sport coach as educator: Re-conceptualising sports coaching (pp. 65–76). London, UK: Routledge.
   Google Scholar
• Jones, R. L., & Wallace, M. (2006). The coach as orchestrator. In R. L. Jones (Ed.), The sports coach as educator: Reconceptualising sports coaching (pp. 51–64). Abingdon, UK: Routledge.
   Google Scholar
• Kavussanu, M., & Roberts, G. C. (2001). Moral functioning in sport: An achievement goal perspective. Journal of Sport & Exercise Psychology, 23, 37–54.
   Web of Science ®Google Scholar
• Keegan, R. J., Harwood, C. G., Spray, C. M., & Lavallee, D. E. (2009). A qualitative investigation exploring the motivational climate in early-career sports participants: Coach, parent and peer influences on sport motivation. Psychology of Sport and Exercise, 10, 361–372. doi:10.1016/j.psychsport.2008.12.003
   Web of Science ®Google Scholar
• Kidman, L. (2001). Developing decision makers: An empowerment approach to coaching. Christchurch New Zealand: Innovative Print Communications.
   Google Scholar
• Kidman, L. (2005). Athlete centred coaching: Developing inspired and inspiring people. Christchurch New Zealand: Innovative Print Communications.
   Google Scholar
• Killingbeck, M., & Whitehead, M. (2015). Observation in PE. In S. Capel & M. Whitehead (Eds.), Learning to teach physical education in the secondary school (4th ed., pp. 49–66). London, UK: Routledge.
   Google Scholar
• Kingston, K., & Hardy, L. (1997). Effects of different types of goals on processes that support performance. Sport Psychologist, 11, 277–293.
   Web of Science ®Google Scholar
• Locke, E., & Latham, G. (1990). A theory of goal setting and task performance. Englewood Cliffs, NJ: Prentice Hall.
   Google Scholar
• Maggeau, G. A., & Vallerand, R. J. (2003). The coach–athlete relationship: A motivational model. Journal of Sport Sciences, 21, 883–904. doi:10.1080/0264041031000140374
   PubMed Web of Science ®Google Scholar
• Mason, J. (2002). Researching your own practice: The discipline of noticing. New York, US: Routledge.
   Google Scholar
• Mc Morris, T. (2015). The practice session: Creating a learning environment. In C. Nash (Ed.), Practical sports coaching (pp. 85–109). London, UK: Routledge.
   Google Scholar
• Mc Neill, M. C., Fry, J. S., Wright, C. W., Tan, K., & Rossi, T. (2008). Structuring time and questioning to achieve tactical awareness in games lessons. Physical Education and Sport Pedagogy, 13, 231–249. doi:10.1080/17408980701345766
   Google Scholar
• Metzler, M. W. (1989). A review of research on time in sport pedagogy. Journal of Teaching in Physical Education, 8, 87–103.
   Google Scholar
• Morgan, K., & Carpenter, P. J. (2002). Effects of manipulating the motivational climate in physical education lessons. European Journal of Physical Education, 8, 209–232.
   Google Scholar
• Morgan, K., Kingston, K., & Sproule, J. (2005). Effects of different teaching styles, on the teacher behaviors that influence motivational climate in physical education. European Physical Education Review, 11, 257–286. doi:10.1177/1356336X05056651
   Google Scholar
• Mosston, M., & Ashworth, S. (2002). Teaching physical education (5th ed.). San Francisco, CA: Cummins.
   Google Scholar
• Nelson, L., Cushion, C., Potrac, P., & Groom, R. (2014). Carl Rogers, learning and educational practice: Critical considerations and applications in sport coaching. Sport, Education and Society, 19, 513–531. doi:10.1080/13573322.2012.689256
   Web of Science ®Google Scholar
• Newton, A., & Bowler, M. (2015). Assessment for and of learning in PE. In S. Capel & M. Whitehead (Eds.), Learning to teach physical education in the secondary school (4th ed., pp. 140–155). London, UK: Routledge.
   Google Scholar
• Nicholls, J. G. (1984). Achievement motivation: Conceptions of ability, subjective experience, task choice, and performance. Psychological Review, 91, 328–346. doi:10.1037/0033-295X.91.3.328
   Web of Science ®Google Scholar
• Nicholls, J. G. (1989). The competitive ethos and democratic education. Cambridge, MA: Harvard University Press.
   Google Scholar
• Nodding, N. (2005). The challenge to care in schools (2nd ed.). New York, US: Teachers College Press.
   Google Scholar
• Ommundsen, Y., & Roberts, G. C. (1999). Effect of motivational climate profiles on motivational indices in team sport. Scandinavian Journal of Medicine and Science in Sports, 9, 333–343. doi:10.1111/j.1600-0838.1999.tb00254.x
   PubMed Web of Science ®Google Scholar
• Potrac, P., Jones, R. L., & Armour, K. M. (2002). “It’s all about getting respect:” The coaching behaviors of an expert English soccer coach. Sport, Education and Society, 7, 183–202. doi:10.1080/1357332022000018869
   Web of Science ®Google Scholar
• Roberts, G. C. (1992). Motivation in sport and exercise: Conceptual constraints and convergence. In G. C. Roberts (Ed.), Motivation in sport and exercise (pp. 3–29). Champaign, IL: Human Kinetics.
   Google Scholar
• Roberts, G. C. (2001). Advances in motivation in sport and exercise: Conceptual constraints and convergence. In G. C. Roberts (Ed.), Advances in motivation in sport and exercise (pp. 1–50). Champaign, IL: Human Kinetics.
   Google Scholar
• Ronglan, L. T., & Aggerholm, K. (2013). Humour and sports coaching. In P. Potrac, W. Gilbert, & J. Denison (Eds.), Routledge handbook of sports coaching (pp. 222–234). London, UK: Routledge.
   Google Scholar
• Santos, S., Jones, R. L., & Mesquita, I. (2013). Do coaches orchestrate? The working practices of elite Portuguese coaches. Research Quarterly for Exercise and Sport, 84, 263–272. doi:10.1080/02701367.2013.784722
   PubMed Web of Science ®Google Scholar
• Siedentop, D. (1994). Sport Education. Champaign, IL: Human Kinetics.
   Google Scholar
• Seidentop, D., & Tannehill, D. (2000). Developing teaching skills in physical education (4th ed.). New York, US: McGraw Hill Higher Education.
   Google Scholar
• Slavich, G. M., & Zimbardo, P. G. (2012). Transformational teaching: Theoretical underpinnings, basic principles, and core methods. Educational Psychological Review, 24, 569–608. doi:10.1007/s10648-012-9199-6
   PubMed Web of Science ®Google Scholar
• Solmon, M. A. (1996). Impact of motivational climate on students’ behaviors and perceptions in a physical education setting. Journal of Educational Psychology, 88, 731–738. doi:10.1037/0022-0663.88.4.731
   Web of Science ®Google Scholar
• Stidder, G., & Hayes, S. (2013). Equity and inclusion in physical education and sport (2nd ed.). London, UK: Routledge.
   Google Scholar
• Tessiera, D., Smith, N., Tzioumakisc, Y., Quested, E., Sarrazina, P., Papaioannouc, A., … Duda, J. (2013). Comparing the objective motivational climate created by grass roots soccer coaches in England, Greece and France. International Journal of Sport and Exercise Psychology, 11, 365–383. doi:10.1080/1612197X.2013.831259
   Google Scholar
• Thorpe, R., Bunker, D., & Almond, L. (1986). Rethinking games teaching. Nene Litho, Northants, UK: Loughborough University.
   Google Scholar
• Treasure, D. (1997). Perceptions of the motivational climate and elementary school children’s cognitive and affective response. Journal of Sport & Exercise Psychology, 19, 278–290.
   Web of Science ®Google Scholar
• Vygotsky, L. S. (1978). Mind in society: Development of higher psychological processes. Cambridge, MA: Harvard University Press.
   Google Scholar
• Wanzer, M. B., & Frymer, A. B. (1999). The relationship between student perceptions of instructor humour and students’ reports of learning. Communication Education, 48, 48–62. doi:10.1080/03634529909379152
   Web of Science ®Google Scholar
• Weinberg, R., & Gould, D. (2003). Foundations of sport and exercise psychology (3rd ed.). Champaign Ill: Human Kinetics.
   Google Scholar
• Whitehouse, K., Barber, L., & Jones, V. (2015). In S. Capel & M. Whitehead (Eds.), Learning to teach physical education in the secondary school (4th ed., pp. 121–139). London, UK: Routledge.
   Google Scholar