The present study examined the associations and development of motivational climate, achievement goals, and physical functional skills in young floorball players, as simultaneous antecedents and outcomes of achievement goals and the game of floorball warrant further studies. A total of 283 male players with a mean age of 11.49 (±.27) years in the beginning of the data collection were followed across two measurement phases, separated by a 12-month interval. Players completed physical functional skill tests and self-report questionnaires. The findings showed that the perceptions of task-involving coaching practices that encourage learning and effort over competition were moderately related with mastery-approach, whereas perceptions of ego-involving climate were moderately linked with performance-approach and performance-avoidance. Higher mastery-avoidance was also linked with weaker aerobic endurance. Finally, performance-approach, mastery-approach, performance-avoidance, running speed, aerobic endurance, and lower limb strength improved over time. To reduce negative perceptions of mastery-avoidance and develop young floorball players’ physical functional skills, it could be important that coaches promote appealing aerobic endurance activities. For instance, by providing opportunities to design or lead an activity or through formulating options representing a wide range of endurance training activities, especially among players with higher perceptions of mastery-avoidance.
HøigaardRIngvaldsenR. Social loafing in interactive groups: the effects of identifiability on effort and individual performance in floorball. Online J Sport Psychol2006; 8: 52–63.
4.
LochbaumMJean-NoelJPinarC, et al.A meta-analytic review of Elliot’s (1999) Hierarchical Model of Approach and Avoidance Motivation in the sport, physical activity, and physical education literature. J Sport Health Sci2017; 6: 68–80.
5.
LochbaumMGottardyJ. A meta-analytic review of the approach-avoidance achievement goals and performance relationship in the sport psychology literature. J Sport Health Sci2015; 4: 164–173.
6.
NichollsJ. The competitive ethos and democratic education, Cambridge, MA: Harvard University Press, 1989.
7.
RyanRDeciE. Self-determination theory. Basic psychological needs in motivation, development, and wellness, New York, NY: The Guilford Press, 2017.
8.
AmesCAchievement goal, motivational climate, and motivational processes. In: RobertsG (ed). Motivation in sport and exercise, Champaign, IL: Human Kinetics, 1992, pp. 161–176.
9.
StandageMDudaJNtoumanisN. Predicting motivational regulations in physical education: the interplay between dispositional goal orientations, motivational climate and perceived competence. J Sports Sci2003; 21: 631–647.
10.
RobertsGUnderstanding the dynamics of motivation in physical activity: the influence of achievement goals, personal agency beliefs, and the motivational climate. In: RobertsG (ed). Advances in motivation in sport and exercise, Champaign, IL: Human Kinetics, 2001, pp. 1–50.
11.
DudaJNtoumanisN. Correlates of achievement goal orientations in physical education. Int J Educ Res2003; 39: 415–436.
12.
ElliotAChurchM. A hierarchical model of approach and avoidance motivation. J Pers Soc Psychol1997; 72: 218–232.
13.
ElliotAMurayamaK. On the measurement of achievement goals: critique, illustration, and application. J Educ Psychol2008; 100: 613–628.
14.
StevensonS. Elliot’s (1999) 2 × 2 model of achievement motivation: a meta-analysis of the empirical literature in physical activity and education, Lubbock, TX: Texas Tech University, 2011.
15.
Jean-NoelJ. A correlational meta-analysis of the interaction between achievement goals and self-determination theory in sport, exercise, and physical education, Lubbock, TX: Texas Tech University, 2014.
16.
LochbaumMCetinkalpZGrahamKA, et al.Task and ego goal orientations in competitive sport: a quantitative review of the literature from 1989 to 2016. Kinesiology2016; 1: 3–29.
17.
LochbaumMZazoRKazak ÇetinkalpZ, et al.A meta-analytic review of achievement goal orientation correlates in competitive sport: a follow-up to Lochbaum et al. Kinesiology2016; 48: 159–173.
18.
KokkonenJKokkonenMLiukkonenJ, et al.An examination of goal orientation, sense of coherence, and motivational climate as predictors of perceived physical competence. Scand Sport Studies Forum2010; 1: 133–152.
19.
Moreno-MurciaJSiciliaACervellóE, et al.The relationships between goal orientations, motivational climate, and self-reported discipline in physical education. J Sports Sci Med2011; 10: 119–129.
20.
KalajaSJaakkolaTLiukkonenJ. Motoriset perustaidot peruskoulun seitsemäsluokkalaisilla oppilailla (in Finnish). Liikunta Tiede2009; 46: 36–44.
21.
DudaJBalaguerICoach-created motivational climate. In: JowettSLavalleeD (eds). Social psychology in sport, Champaign, IL: Human Kinetics, 2007, pp. 117–130.
22.
DigelidisNPapaioannouALaparidisK, et al.A one-year intervention in 7th grade physical education classes aiming to change motivational climate and attitudes towards exercise. Psychol Sport Exerc2003; 4: 195–210.
23.
VazouSNtoumanisNDudaJ. Peer motivational climate in youth sport: a qualitative inquiry. Psychol Sport Exerc2005; 6: 497–516.
24.
OmmundsenY. Pupils’ self-regulation in physical education: the role of motivational climates and differential achievement goals. Eur Phy Educ Rev2006; 12: 289–315.
25.
BiddleSWangJKavussanuM, et al.Correlates of achievement goal orientations in physical activity: a systematic review of research. Eur J Sport Sci2003; 3: 1–20.
26.
Vänttinen T. Growth-associated variation in body size, hormonal status, physical performance characteristics and perceptual-motor skills in Finnish young soccer players, a two-year follow-up study in the U11, U13 and U15 age groups. Dissertation. University of Jyväskylä, Finland, 2013.
27.
HuijgenBElferink-GemserMPostW, et al.Development of dribbling in talented youth soccer players aged 12-19 years: a longitudinal study. J Sports Sci2010; 28: 689–698.
28.
AliA. Measuring soccer skill performance: a review. Scand J Med Sci Sports2011; 21: 170–183.
29.
ForsmanHGråsténABlomqvistM, et al.Development of perceived competence, tactical skills, motivation, technical skills, and speed and agility in young soccer players. J Sports Sci2015; 34: 1311–1318.
30.
SoiniMLiukkonenJWattA, et al.Factorial validity and internal consistency of the motivational climate in physical education scale. J Sports Sci Med2014; 13: 137–144.
31.
Gråstén A. Students’ physical activity, physical education enjoyment, and motivational determinants through a three-year school-initiated program. Dissertation. University of Jyväskylä, Finland, 2014.
StoeberJStollOSalmiO, et al.Perfectionism and achievement goals in young Finnish ice-hockey players aspiring to make the Under-16 national team. J Sports Sci2009; 27: 85–94.
34.
HuLBentlerP. Cutoff criteria for fit indexes in covariance structure analysis: conventional criteria versus new alternatives. Struct Equation Model1999; 6: 1–55.
35.
HairJBlackWBabinB, et al.Multivariate data analysis, Upper Saddle River, NJ: Prentice-Hall Inc., 2010.
36.
LegerLMercierDGadouryC, et al.The multistage 20 metre shuttle run test for aerobic fitness. J Sports Sci1988; 6: 93–101.
37.
Jaakkola T, Sääkslahti A, Liukkonen J, et al. Peruskoululaisten fyysisen toimintakyvyn seurantajärjestelmä (in Finnish). Jyväskylä: University of Jyväskylä, 2012.
38.
Nupponen H, Soini H and Telama R. Koululaisten kunnon ja liikehallinnan mittaaminen (in Finnish). Jyväskylä: Liikunnan ja Kansanterveyden Edistämissäätiö, 1999.
39.
AdamCKlissourasMRavazolloRRensonW, et al.EUROFIT: European Test of Physical Fitness, Rome: Council of Europe, Committee for the Development of Sport, 1998.
40.
TabachnickBFidellL. Using multivariate statistics, Boston, MD: Pearson, 2007.
41.
LittleRRubinD. Statistical analysis with missing data, New York, NY: Wiley, 2002.
42.
MuthénLMuthénB. Mplus user’s guide sixth edition, Los Angeles, CA: Muthén and Muthén, 2013.
43.
Ferrer-CajaEWeissM. Predictors of intrinsic motivation among adolescent students in physical education. Res Q Exerc Sport2000; 71: 267–279.
44.
GråsténAWattA. Perceptions of motivational climate, goal orientations, and light- to vigorous-intensity physical activity engagement of a sample of Finnish Grade 5 to 9 students. Int J Exerc Sci2016; 9: 291–305.
45.
PapaioannouABebetsosETheodorakisY, et al.Causal relationships of sport and exercise involvement with goal orientations, perceived competence and intrinsic motivation in physical education: a longitudinal study. J Sports Sci2006; 24: 367–382.
46.
TheodosiouAPapaioaunouA. Motivational climate, achievement goals and metacognitive activity in physical education and exercise involvement in out-of-school settings. Psychol Sport Exerc2006; 7: 361–379.
47.
AndersonDDixonA. Winning isn’t everything. Goal orientation and gender differences in university leisure-skill classes. Recreational Sports J2009; 33: 54–64.
48.
Yli-Piipari S. The development of students’ physical education motivation and physical activity: a 3.5-year longitudinal study across Grades 6 to 9. Dissertation. University of Jyväskylä, Finland, 2011.
49.
BarkoukisVTsorbatzoudisHGrouiosG. Manipulation of motivational climate in physical education: effects of a 7-month intervention. Eur Phy Educ Rev2008; 14: 376–387.
50.
GråsténAWattA. A motivational model of physical education and links to enjoyment, knowledge, performance, total physical activity and body mass index. J Sports Sci Med2017; 16: 318–327.
51.
GaoZXiangPLochbaumM, et al.The impact of achievement goals on cardiorespiratory fitness: does self-efficacy make a difference?Res Q Exerc Sport2013; 84: 313–322.
52.
LochbaumMStevensonSHilarioD. Achievement goals, thoughts about intense physical activity, and exerted effort: a mediational analysis. J Sport Behav2009; 32: 53–68.
53.
Steinberg L. The fundamental changes of adolescence. In Steinberg L (ed.) Adolescence. NY: McGraw-Hill, 2001, pp.22–25.
54.
BortoliLBertolloMComaniS, et al.Competence, achievement goals, motivational climate, and pleasant psychobiosocial states in youth sport. J Sports Sci2011; 29: 171–180.
55.
KaplanAMaehrM. The contributions and prospects of goal orientation theory. Educ Psychol Rev2007; 19: 141–184.
56.
HelgerudJEngenLWisløffU, et al.Aerobic endurance training improves soccer performance. Med Sci Sports Exerc2001; 33: 1925–1931.
57.
PeñaililloLEspíldoraFJannas-VelaS, et al.Muscle strength and speed performance in youth soccer players. J Hum Kinet2016; 50: 203–210.
58.
LesinskiMPrieskeOGranacherU. Effects and dose-response relationships of resistance training on physical performance in youth athletes: a systematic review and meta-analysis. Br J Sports Med2016; 50: 781–795.
