Effects of a Sport Education Intervention on Students’ Motivational Responses in Physical Education

Wallhead and Ntoumanis

Table 3 Backward Elimination Hierarchical Regression Analyses of Achieve-
ment Goal Orientations, Perceptions of Motivational Climate, and Perceived
Autonomy in the Sport Education Group (n = 26)

Variable	Predictor	R²	β	t
Enjoyment	Step 1	.27
	Pre- task climate	.10	.24	1.86
	Pre- perceived autonomy	.03	.09	1.33
	Pre- ego goal orientation	.05	.14	-1.27
	Step 2	.36
	Post- task climate	.13	.48	2.59*
	Post- ego goal orientation	.13	-.47	2.02*
	Post- perceived autonomy	.06	.19	-.93
Effort	Step1	.28
	Pre- perceived autonomy	.07	.20	1.32
	Pre- task climate	.06	.14	.96
	Pre- ego goal orientation	.05	-.12	-.75
	Step 2	.45
	Post- task goal orientation	.17	.51	2.04*
	Post- task climate	.15	.44	1.96*
	Post- perceived autonomy	.08	.26	1.43
Perceived	Step 1	.18
competence	Pre- task climate	.05	.17	1.65
	Pre- perceived autonomy	.04	.07	1.23
	Pre- task goal orientation	.03	.05	1.02
	Step 2	.30
	Post- task goal orientation	.11	.55	2.47*
	Post- task climate	.10	.40	2.07*
	Post- perceived autonomy	.08	.32	1.96*
*p < .05

Discussion

The purpose of the present study was to assess the effectiveness of a Sport
Education intervention in enhancing students’ enjoyment, perceived effort, and
perceived competence in physical education. The results showed that students in
the Sport Education curriculum group reported significantly higher postintervention
enjoyment and perceived effort than those taught with the traditional approach,
i.e., the comparison group. These group differences were not significant prior to
the intervention program, which is particularly important as the students were not
randomly assigned into the two groups. Students in the Sport Education group
reported significant pre- to postintervention increases in enjoyment and perceived
effort, but not in perceived competence; for the latter variable there was a nonsig-
nificant increase in the mean scores from pre- to postintervention. In contrast, the
traditionally taught curriculum group did not report significant changes in any of
the three motivational indices.

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