The influence of the TARGET motivational climate structures on pupil physical activity levels during year 9 athletics lessons

Abstract

School Physical Education (PE) is recognised as the key resource for promoting physical activity (PA) among young people (Trost, 2004; Department for Children, Schools & Families [DCSF] 2008). Unfortunately, physical activity levels during many PE lessons fall significantly short of national recommendations (Fairclough & Stratton, 2005). Ames (1992a) devised the ‘TARGET’ acronym, a model used by educators to manipulate the environment to create a ‘mastery motivational climate’. Evidence suggests that perceptions of a mastery climate can develop pupil’s perceived competence, enjoyment and intentions to be active (Ntoumanis, 2001a). The TARGET framework therefore provides support for the long-term development of young peoples’ activity levels. Unfortunately, PE physical activity interventions have largely ignored pupil motivation, focusing instead on increasing pupil’s lesson activity levels (Fairclough & Stratton, 2005). The purpose of the current study was to utilise the TARGET structures to identify how this model directly impacts on pupils’ perceptions of the climate and their lesson activity levels. Two female groups of Year 9 pupils participated in an athletics unit of work. The control group (n=14) followed a programme of athletic activities delivered using ‘teacher-centred’ (UK Athletics, 2005) strategies. The mastery group (n=18) followed an intervention consistent with Ames’ (1992b) mastery TARGET structures. Pupils in the mastery group were involved in approximately 9% more MVPA per lesson. The mastery TARGET structures of task, grouping and time appeared to have the greatest positive effect on pupil activity levels. Whilst research suggests that this has positive long-term benefits for pupils, this study would argue that lesson activity levels can also be enhanced through the creation of a mastery motivational climate.