A Quasi-experimental Study of the Effects of Task-involving Motivational Climate in Physical Education Classes

Introduction: Physical Education is an ideal means of developing knowledge and positive attitudes toward physical activity. Hence it seems necessary to investigate the factors having a strong bearing on students' positive motivation in this subject. The objective of this study was to analyze the effects of a task-involving climate on different motivational variables. Methodology: a sample of students, aged 13 to 14 (M=13.39, SD=.57), from the second year of compulsory secondary school was used. The sample was divided into an experimental group (n=26), in which a task-involving climate was introduced, and a control group (n=20), in which there was no manipulation. The intervention consisted of a total of 26 50-minute sessions, with a frequency of two sessions per week. Different questionnaires were administered before and after the intervention. Results: the results revealed an increment in the experimental group's perception of the task-involving climate, accompanied by higher scores on mastery-approach goals, mastery-avoidance goals, intrinsic motivation, identified regulation, introjected regulation and dispositional flow. The ego-involving climate perception also decreased. In the control group modifications took place in dispositional flow only, in the form of an observed post-intervention increment. Discussion and conclusions: the results are discussed according to the importance of conveying task-involving climates in physical education classes to achieve positive motivational effects that are reflected in a higher adherence to physical activity. Variety and novelty, transfer of responsibility, recognition of personal improvement and effort, varied grouping, evaluation of individual progress and enough time to perform the tasks seem to be key aspects for improving motivation.