engleski

A verification of a motivational climate inventory in a sport setting

It is determined that two dispositional points exist, which differentiate between individuals in their goal perspective decisions (i.e. task and ego orientation) in relation to the way how a person judges his/her competence and defines achievement success (Newton, Duda, 1999). Highly task orientated athlete judges his/her success in sport environment as a personal improvement in sport skills and mastery of sport tasks through the effort. In contrary, ego oriented athlete tends to judge the level of his competence in reference to the performance of others; only if his/her performance is better than the others’, the athlete experiences success (normative based criteria). Motivational climate in sport setting can be characterised as more or less task or ego involving (Newton, Duda, 1999) which is related to athletes motivational responses, i.e. goal perspective choice in the training process. Task - involving motivational climate represents an environment in which athletes are supportively reinforced by the coach. In it they experience improvement as a result of their work and effort, they help their team-mates and receive help from them when learning and they believe that each team player contributes to the team success. Ego - involving motivational climate develops when the coach punishes or emphasis athletes’ poor performance or failure, when the accent is given to the results and not good performance, when the coach encourages the competition between team members. The sample comprised of 144 male Croatian basketball players from 9 teams, aged 14-16 years. They responded LAPOPECQ questionnaire which was constructed to measure learning and performance orientation in PE classes. By applying this instrument to the sport setting it was expected to obtain an insight into the factor structure which defines motivational climate of young basketball players based on their achievement orientation (learning and performance orientation) in basketball ‘training lessons’. Principal components factor analysis (GK - criterion) resulted in 8 factor structure with 59,03% of variance was explained by the questionnaire items. As the results (varimax rotation) weren’t as expected according to the Papaioannou, 1994, the procedure was repeated. Hence, the coordinating system was in advance defined by five factors according to the Papaioannaou’s results (Papaioannou, 1994,1998). Our results confirmed the Papaioannou’s model because 23 out of 27 items defined the same hypothetical factors as in Papaioannou’s solution. 45,71% of variance were explained by the questionnaire items, with the minimum loading used to identify items to factor was 0,43. The first factor (9 items) was defined as the learning oriented environment occurring as a result of athlete’s satisfaction in learning. The second factor (6 items) suggested a climate in which success is defined by normative based criteria of evaluation.The third factor (5 items) explained athletes’ worries about mistakes. The fourth one (4 items) implied a climate in which success is defined by ability criteria based on outcome without effort, and the last factor (3 items) implied a learning orientation climate which is created by coach behaviour.

motivational climate; basketball; LAPOPECQ

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