Abstract
The purpose of this study was to examine relationships between personal and situational achievement goals and participation in an optional physical education program, utilising a prospective design. Pupils (N=123) in their final year of compulsory schooling completed measures assessing goal orientations, perceptions of the motivational climate of their physical education class, perceived competence, and enjoyment of physical education. Those pupils (N=76) who continued their full-time education at a sixth form college were later surveyed to determine whether they participated in physical education at college. Hierarchical discriminant function analysis showed that discrimination was possible between participants and nonparticipants in college physical education on perceptions of a prevailing mastery climate and enjoyment. Goal orientations, perceptions of a prevailing performance climate, and perceived competence did not contribute reliably to group separation. Participants at college were more likely to perceive a mastery environment and to enjoy lessons more than students who chose not to take part. These findings underscore the importance of promoting mastery-based criteria for success in classes, along with positive emotional reactions, if teachers wish to maximise involvement in noncompulsory physical education.
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