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Comparison of the Motivational Climates Created During Multi-Activity Instruction and Sport Education

Mitchum B. Parker, Matthew D. Curtner-Smith


Previous research has suggested that sport education (SE) may be a superior curriculum model to multi-activity (MA) teaching because its pedagogies and structures create a task-involving motivational climate. The purpose of this study was to describe and compare the objective motivational climates teachers create within the MA and SE models. Specific goals were to determine whether (a) different climates were created in the models and (b) the climate created in SE was superior to that created in MA teaching. Participants were two pre-service teachers who turn-taught one 10-lesson MA unit and one 10-lesson SE soccer unit during a middle school early field experience. The units were filmed and coded with the Physical Education Climate Assessment Instrument (PECAI). Descriptive data were generated for individual lessons within and across each unit. Lesson-by-lesson profiles of climate production within each unit were plotted. A chi-square test for independence was employed to determine whether differences existed in the climates created within the units. Results indicated that similar climates were created within the MA and SE units and that these climates were strongly ego involving. Possible reasons for the SE climate being ego involving were an overemphasis of the competitive elements of the model and the impossibility to create authentic sporting experiences without also creating an ego-involving climate. 

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