体育教学中关于目标定向的研究

对学生体育学习动机的研究是体育心理学中占主导地位的研究领域之一 ,目标定向对体育教学中学生的动机模式有着重要影响。本文以体育运动中的目标定向理论为基础 ,着重研究在体育教学中两种不同的目标定向即任务定向和自我定向对学生认知、情感和行为的影响 ,以及体育教学中学生目标定向的形成和培养。     

对我国城镇居民体育需求的社会学因素的探讨

本文在深入、广泛调查的基础上,认为影响我国城镇居民体育需求的主要因素有以下两个方面:我国城镇居民体育需求的动机、居民对大众体育的认知。并对两方面的因素进行了系统的研究和探讨,提出了相应的发展对策。研究结果对倡导正确的大众体育消费观念,形成健康、文明的大众体育消费心理,促进我国大众体育需求的发展都具有一定的现实意义。     

基于自我决定动机理论视角下的体育学习效果研究进展

为丰富国内自我决定动机与体育学习效果的研究视角,系统综述了2000-2018年期间国外有关自我决定动机理论与体育学习效果的研究文献,探讨了自我决定动机对运动技能、身体活动、情感态度和认知学习等方面的影响。结果表明:1)自主性动机对儿童青少年的身体活动、体育学习愉悦感、参与度、努力度和未来继续参与身体活动的意愿等方面的影响得到了肯定;2)自主性动机与运动技能和认知学习之间关系仍不明朗,有待更多的研究进行证明和挖掘;3)控制性动机和无动机对各维度体育学习效果的影响仍未达成共识,有待后续更多的研究加以验证。建议未来相关研究应加强自主性动机与运动技能和认知学习效果的关联研究,进一步关注控制性动机和无动机对各维度体育学习效果的影响,增加纵向研究和序列研究的比例,探讨自我决定动机对不同性别学生体育学习效果的影响差异。     

影响中学生体育动机客观因素的研究

体育动机的培养和形成是中学生热爱体育、提高身体素质的重要因素 ,是培养体育后备人才的关键。学校、家庭、社会对体育的认识对学生体育动机的形成都有重要影响。通过对调查结果的分析 ,提出影响中学生体育动机的客观因素和促进体育动机形成的对策。     

社会心理因素对我国城镇居民大众体育需求影响的分析与研究

在深入、广泛调查的基础上 ,认为影响我国城镇居民体育需求的主要因素主要有以下四方面 :我国城镇居民体育需求的动机、居民对大众体育的认知、居民的相关群体 ,文化。并对四方面的因素进行了系统地研究和探讨 ,提出了相应的发展对策 ,研究结果对倡导正确的大众体育消费观念 ,形成健康、文明的大众体育消费心理 ,促进我国大众体育需求的发展都具有一定的现实意义。     

西安市不同年龄妇女体育认知、体育动机和体育消费的现状调查

采用文献资料法，问卷调查法对西安市不同年龄妇女的体育认知、体育动机和体育消费现状进行了调查，结果显示：西安市妇女的体育认知水平不高，体育动机主要来源于生理方面的需要，各年龄段之间存在显著差异，体育消费水平较低，各年龄段之间差异不显著。     

体育活动自我效能感主体作用机制分析及其培养对策

应用班杜拉自我效能感理论，分析学生参与体育活动过程中自我效能感的主体作用机制。指出：自我效能感通过学生在参与体育活动中的选择过程、思维过程及情绪反应，影响着学生参加体育活动态度、自我认知评价及行为表现，直接决定着学生活动时的内部动机。提高学生自我效能感有利于培养学生终身体育意识和形成正确的自我认知评价。并针对如何培养提高学生自我效能感提出合理有效发展对策。     

西安市不同职业妇女体育认知、动机和体育消费研究

在总结了有关心理学理论和研究的基础上，对西安市5种职业妇女的体育认知、体育动机和体育消费现状进行了调查。结果显示：西安市职业妇女的体育认知水平不高，体育动机主要来源于生理方面的需要，各职业之间存在显差异；体育消费水平较低，各职业之间差异不显。     

优化体育课堂的心理气氛

优化体育课堂的心理气氛●蔡高山冯勇体育课的教学过程,是发展学生的身体素质、掌握运动技术、提高运动技能的过程,是心理品质的信息传递过程,也是师生之间情感交流和形成心理气氛的过程。体育的教、学、练的意向、动机和兴趣等,总是在一定的气氛中产生的。认知的进行...     

浅析学校体育设施与初中学生体育动机的关系

以心理测量法为研究方法 ,采用体育运动动机量表对被试人群的体育动机水平进行测定 ,分析不同体育设施条件下学生的体育运动动机水平。结果显示 :学生对体育场地设施的满意度与体育动机之间有着较为密切的关系 ;学生对体育场地设施的满意度与主观认知有关。男生的体育动机更容易受到对体育场地设施满意度的影响     

Predictors of intrinsic motivation among adolescent students in physical education

This study examined the relationships among social factors, individual differences, intrinsic motivation, and effort and persistence in the physical education context using cognitive evaluation theory as a framework. Female (n = 201) and male (n = 206) high school students completed measures of motivational climate, teaching style, perceived competence, self-determination, goal orientations, and intrinsic motivation. Teachers rated the students on effort and persistence in the class activities. Hypothesized relationships among the variables were tested using structural equation modeling. Results revealed that perceived competence and goal orientations directly predicted intrinsic motivation and mediated the effects of motivational climate and teaching style on intrinsic motivation. Intrinsic motivation directly predicted effort and persistence. Task goal orientation mediated the effects of learning climate on perceived competence and self-determination. The strongest predictors of intrinsic motivation and effort and persistence were task goal orientation perceived competence, and learning climate.     

Evaluating quality of implementation in physical activity interventions based on theories of motivation: current challenges and future directions

The evidence base pointing towards the maladaptive health consequences of an inactive lifestyle highlights the need for interventions that are effective in changing and maintaining physical activity behaviours. Theories of motivation are frequently applied to inform the content and delivery of such interventions. Systematic monitoring and evaluation of the quality of intervention implementation is therefore an important step in understanding if and how theories of motivation can be adopted and effectively applied to promote and/or sustain physical activity behaviours. However, intervention implementation quality in studies that aim to apply motivation theory to promote physical activity is often under-reported. The purpose of this article is, first, to review contemporary approaches used to monitor and evaluate intervention implementation; we outline the degree to which these methods have been used effectively in research concerned with applying theories of motivation to impact physical activity behaviours. Second, we identify and discuss specific challenges in effectively measuring quality of implementation faced by researchers who adopt a motivation theory basis to their work. Finally, recommendations for methods to monitor and evaluate intervention implementation in future trials aiming to promote physical activity based on theories of motivation are also proposed.     

成就目标取向与体育学习动机的激发

分析论述成就目标取向及其类型的理论,探讨成就目标取向与体育学习动机的关联,进而阐述创建工作取向学习情景的内容与条件,以及体育教师对教学过程的调控及应用的教学策略。     

The influence of achievement motivation and chess-specific motivation on deliberate practice

Although the importance of high motivation to engage in deliberate practice has been acknowledged, no research has directly tested this hypothesis. Therefore, the present study examined this relation in adolescent elite chess players by means of a questionnaire. In addition, to provide an explanation for dropout among promising chess players, differences in motivation between persistent and dropout chess players were analyzed. Competitiveness and the will to excel proved to be predictors of investments in deliberate practice. Moreover, achievement motivation and chess-specific motivation differed to a certain extent between persisters and dropouts. Our results suggest that motivation to engage in deliberate practice not only contains elements of the will to improve performance, but also of the will to attain exceptional levels of performance.     

CUBA 运动员成就动机水平的调查与分析

以120名CUBA运动员为研究对象，以成就动机测量表AMS为工具，分析了CUBA运动员的成就动机水平。研究结果表明：（1）CUBA运动员追求成功的动机均高于避免失败的动机；（2）CUBA男运动员成就动机水平显著高于CUBA女运动员；（3）CUBA低年级运动员成就动机水平显著高于CUBA高年级运动员。     

Understanding motivation in sport: An experimental test of achievement goal and self determination theories

Abstract

This paper presents an experimental test of two contemporary motivation theories in the physical domain. The study combined experimentally-induced achievement goal involvement with autonomous and controlling communication styles based on self determination theory to examine young people's enjoyment, free-choice behavior and performance in relation to a golf task. Results showed that those in the autonomous condition, regardless of their goal involvement, reported greater enjoyment, persisted longer at the task and performed better than those in the controlling communication condition. Participants in the task involved condition performed better than those in the ego involved condition. Findings point to the need for further studies that test multiple theories in sport. The motivational impact of goal involvement may be better understood when considered concurrently with the autonomous or controlling nature of the context. Promoting autonomy and task involvement is likely to enhance positive affect and adaptive behaviors in sport among young people.     

Impact of a sustained Cooperative Learning intervention on student motivation

Background: Cooperative Learning has been recently defined as a true pedagogical model. Moreover, in a recent review Casey and Goodyear reported that it can help physical education promote the four basic learning outcomes: physical, cognitive, social and affective.

Purpose: The main goal was to investigate the impact of a sustained Cooperative Learning intervention on student motivation. The second goal was to assess students’ perceptions of the Cooperative Learning class climate. Finally, the third goal was to explore students’ feelings and thoughts after experiencing Cooperative Learning in physical education for an extended period of time.

Participants and settings: 249 students (grades 8–11) and 4 teachers enrolled in 4 different high schools agreed to participate. Each school administration allocated several class groups to each teacher based on its necessities. Therefore, intact physical education classes played a part in this research project. They were randomly distributed into an experimental group with 137 students (mean age 13.91?±?1.76 years), which experienced 3 consecutive cooperative learning units, and a comparison group with 112 students (mean age 13.41?±?1.25 years), which experienced a traditional teaching approach during the same length of time.

Research design: A pre-test, post-test, quasi-experimental, comparison group design was followed.

Data collection: Prior to and at the end of the intervention programme, all participating students were asked to complete a questionnaire, which included the Perceived Locus of Causality Scale and the subscale ‘Cooperative Learning’ of the Perceived Motivational Climate Questionnaire. At post-test, participants in the experimental group were also asked to: ‘Describe your feelings, your thoughts and your ideas on the three Cooperative Learning units that you just experienced in physical education’.

Data analysis: Quantitative data was analysed using SPSS 22.0, while MAXQDA 11 was used to assist with qualitative data management.

Findings: Quantitative data showed an increase in intrinsic motivation and identified regulation only in the experimental group. This group also increased its perceptions of a Cooperative Learning class climate. Qualitative data analysis of the students’ responses after experiencing Cooperative Learning on a sustained basis produced five major themes: cooperation, relatedness, enjoyment, novelty and disappointment. All these findings are in line with Vallerand's hierarchical model of motivation, where social factors (i.e. Cooperative Learning) influence psychological mediators (i.e. relatedness), which mediate over the different types of motivation (i.e. intrinsic motivation) and finally lead to different outcomes (i.e. enjoyment).

Conclusion: Cooperative Learning applied on a sustained basis can increase the most self-determined types of motivation, intrinsic motivation and identified regulation, in secondary education students. Students’ perceptions after experiencing Cooperative Learning for a long period of time reflected four positive ideas: cooperation, relatedness, enjoyment and novelty and a negative one: disappointment. Both the positive and the negative ideas should be considered when implementing Cooperative Learning in physical education, because students experience them.     

国外体育消费动机测量研究最新进展

通过对相关文献的回顾,依据时间顺序和理论完善程度,将国外体育消费动机测量研究的发展历程分为早期初步开发、中期完善改进和后期实践应用三个阶段,并在此基础上指出:实践应用是国外体育消费动机测量研究的主要发展趋势:体育消费动机量表( MSSC)和SPEED量表可以作为未来体育消费动机研究的测量,但两者在具体使用上仍存在差异;中国体育消费动机测量研究可以采用主客位联合研究法,在借鉴国外优秀研究成果的基础上,开发适应中国本土消费者的体育消费动机测量量表.     

任务难度和学习目标对学习动机的影响

通过对体育课堂中学生投入意愿数据的统计分析,在探讨体育课堂中不同的学习目标对学习动机的影响以及在不同的学习目标情境中,任务难度对学生学习动机的影响,验证了培养学生对体育本身内在而持久的学习动机的重要性.     

高校体育师资的培养与激励导向的选择

高校体育的发展必须树立“以人为本”的管理思想，现代管理的核心是人及人的积极性，科学的管理和激励机制是体育教师队伍素质发展的关键。激励是管理过程中达成目标的催化剂，科学的管理机制必须明确激励导向，体育管理环境的优化离不开体育教育观念的转变，在此基础上，提出了转化体育管理环境的建议。