This thesis aimed to develop a measure to investigate the perceived motivational climate in individual sports. In particular, it aimed to address some of the knowledge gaps in the current literature examining motivational climates: by developing a measure whose intended population participate in individual sports; that incorporates the perceived motivational climate created by multiple significant others; and that incorporates the 'impact' or salience of each of these perceptions of the motivational climate. In order to achieve this, the thesis is comprised of four studies.

The motivation behind the revival and development of roller derby may provide valuable insight to the structure of established sports regarding athlete engagement, drop-out, and well-being. To investigate the relationship of the cross-theoretical concepts, self-reported satisfaction and thwarting of basic psychological needs, and peer motivational climate of 255 high-level flat track roller derby athletes was examined in a cross-sectional design. Hierarchal regression analysis showed low effects of basic needs satisfaction on performance. Basic psychological need satisfaction and thwarting predicted 63% of the experienced task-involved motivational climate variance and 25% of ego-involved motivational climate. Relatedness proved strongest in predicting both types of peer motivational climates. In conclusion, the employed study method, limitations of the study, and recommendations for future research are discussed. / Motivationen bakom återuppväckandet och utvecklingen av roller derby kan bidra med värdefull insikt i etablerade idrotters struktur gällande idrottares engagemang, avhopp, och välmående. Studiens syfte var att undersöka relationen mellan tvär-teoretiska koncept. Med en tvärsnittsdesign undersöks självrapporterad upplevelse av tillfredsställda och nedtryckta psykologiska behov, samt motivationsklimat hos 255 högpresterande flat track roller derby idrottare. Hierarkisk regressionsanalys påvisade svag effekt av behovstillfredsställelse på prestation. Grundläggande psykologisk behovstillfredsställelse och nedtryck förklarade 63% av variansen i det uppgiftsorienterade motivationsklimatet, och 25% av det ego-orienterade motivationsklimatet. Samhörighet visade på störst förutsägbarhet på båda typerna av motivationsklimat. Avslutningsvis diskuteras studiens metod och begränsningar, samt förslag på framtida studier.

As Práticas Esportivas Educacionais (PEEs), oferecidas em algumas escolas e em outros espaços, devem ser abordadas na perspectiva do Esporte Educacional, e a prática pedagógica dos professores deve ser pautada em ações que motivem os alunos e produzam autonomia, tomada de decisão e prazer. O objetivo do presente estudo foi investigar como ocorrem as Práticas Esportivas Educacionais (PEEs), a partir: a) do clima motivacional percebido pelos alunos participantes das PEEs; b) da percepção dos professores em relação ao seu papel educacional e motivacional nas aulas das PEEs; e c) do clima motivacional das aulas das PEEs. O estudo foi desenvolvido como uma pesquisa de natureza descritiva, com delineamento qualitativo e quantitativo, através de três delineamentos: 1) o clima motivacional dos alunos das PEEs, na qual foi aplicado o Questionário do Esporte de orientação para Tarefa ou Ego traduzido, adaptado e validado por Hirota e De Marco (2006), a uma amostra intencional de alunos do Centro Municipal de Educação Avançada - CEMEA de Uberaba - MG, entre 10 e 14 anos de idade, de ambos os sexos, praticantes de pelo menos uma das modalidades do PROETI (Programa de Tempo Integral); 2) a percepção dos professores das PEEs do seu papel educacional e motivacional, estudo que contou com a análise do documento norteador do Programa PROETI, entrevista com os professores do programa e observação das aulas em relação aos aspectos educacionais do esporte; 3) o clima motivacional nas aulas das PEEs, no qual foram observadas as aulas utilizando o instrumento Target como referência para verificar a orientação dada pelos professores. Os dados do questionário foram tabulados e analisados através do software SPSS-DATA EDITOR (versão 21.0 for Windows). As entrevistas foram gravadas, transcritas e analisadas segunda a Análise de Conteúdo (BARDIN, 2011). Para as observações, foi utilizada a técnica de \"Registro de Evento\" de Fagundes (2006) caracterizada pela contagem de frequência das vezes em que os comportamentos investigados se repetem, dentro de um intervalo determinado. Após a realização destas investigações, foi realizada a triangulação entre os resultados, visando a uma inter-relação entre os dados obtidos, com o objetivo de entender melhor o fenômeno estudado. Participaram do Estudo 1, 118 praticantes de modalidades esportivas, cujos resultados demonstraram que o clima motivacional deles é orientado para a tarefa. No Estudo 2, o documento norteador do PROETI aponta para o ensino do Esporte Educacional com o objetivo de formação; os professores motivam seus alunos através de atividades recreativas, percebem a motivação dos alunos pelas suas atitudes, utilizam um padrão tradicional de aula e, embora trabalhem aspectos educacionais nas aulas, não conseguem identificá-los na prática; e as atividades propostas enfocam, principalmente, o princípio da corresponsabilidade. No Estudo 3, verificamos que o clima motivacional das aulas é orientado para a aprendizagem. Concluímos que, embora, o documento norteador do projeto, os alunos e as aulas apontem para uma mesma orientação, no caso para a tarefa ou aprendizagem, os professores não têm muita consciência de sua ação no ensino do Esporte Educacional / The Educational Sports Practices program (PEEs), offered in some schools and other areas, must be addressed according to the Educational Sports program, and the teaching pedagogical practices used should be based on actions that motivate students and develop their autonomy, decision-making skills and promote enjoyment. The objective of this study was to investigate how the Educational Sports Practices (PEEs) happen through: a) the motivational climate perceived by PEEs participants; b) the teachers\' perception of their educational and motivational role in the PEEs classes; c) the motivational climate of PEEs classes. The study was conducted as a descriptive research with qualitative and quantitative plans, through three outlines: 1) the motivational climate of PEEs students, in which we applied the Task and Ego Orientation in Sports Questionnaire, translated, adapted and validated by Hirota & De Marco (2006), to an intentional sample of students from the Municipal Center of Advanced Education - CEMEA - in Uberaba - MG, aged between 10 and 14 years old, from both sexes, and who do sports on the Full Time Program (PROETI); 2) the perception of PEEs teachers of their educational and motivational roles, which included the analysis of the PROETI guidance document, interview with the program\'s teachers and observation of classes focusing on the educational aspects of sports; 3) the motivational climate in PEEs classes, by observing classes and using the Target instrument as a reference to check instructions given by teachers. The questionnaire data was tabulated and analyzed using the SPSS-DATA EDITOR software (version 21.0 for Windows). Interviews were recorded, transcribed and analyzed according to Content Analysis (Bardin, 2011). In the observations we used the \"Event Log\" technique by Fagundes (2006) which is characterized by the frequency count of the times the investigated behavior is repeated at given intervals. After conducting these investigations, triangulation of the results was performed aiming at an interrelationship between the data obtained in order to better understand the phenomenon studied. Study 1 results showed that the motivational climate of the 118 sports participants in it is task-oriented. In Study 2, the PROETI guidance document aims at Educational Sports for teachers\' formation; teachers motivate their students through recreational activities, realize students\' motivation by their attitudes, use a traditional standard class model, and, although they work educational aspects in class, they cannot identify these aspect in practice; and the proposed activities focus mainly on the principle of coresponsibility. In Study 3, we find that the motivational climate of the classes is learning oriented. It is concluded that, even though the guidance document of the project, students and classes point to the same direction, for the task or learning, teachers do not have much awareness of their action in Educational Sports

As Práticas Esportivas Educacionais (PEEs), oferecidas em algumas escolas e em outros espaços, devem ser abordadas na perspectiva do Esporte Educacional, e a prática pedagógica dos professores deve ser pautada em ações que motivem os alunos e produzam autonomia, tomada de decisão e prazer. O objetivo do presente estudo foi investigar como ocorrem as Práticas Esportivas Educacionais (PEEs), a partir: a) do clima motivacional percebido pelos alunos participantes das PEEs; b) da percepção dos professores em relação ao seu papel educacional e motivacional nas aulas das PEEs; e c) do clima motivacional das aulas das PEEs. O estudo foi desenvolvido como uma pesquisa de natureza descritiva, com delineamento qualitativo e quantitativo, através de três delineamentos: 1) o clima motivacional dos alunos das PEEs, na qual foi aplicado o Questionário do Esporte de orientação para Tarefa ou Ego traduzido, adaptado e validado por Hirota e De Marco (2006), a uma amostra intencional de alunos do Centro Municipal de Educação Avançada - CEMEA de Uberaba - MG, entre 10 e 14 anos de idade, de ambos os sexos, praticantes de pelo menos uma das modalidades do PROETI (Programa de Tempo Integral); 2) a percepção dos professores das PEEs do seu papel educacional e motivacional, estudo que contou com a análise do documento norteador do Programa PROETI, entrevista com os professores do programa e observação das aulas em relação aos aspectos educacionais do esporte; 3) o clima motivacional nas aulas das PEEs, no qual foram observadas as aulas utilizando o instrumento Target como referência para verificar a orientação dada pelos professores. Os dados do questionário foram tabulados e analisados através do software SPSS-DATA EDITOR (versão 21.0 for Windows). As entrevistas foram gravadas, transcritas e analisadas segunda a Análise de Conteúdo (BARDIN, 2011). Para as observações, foi utilizada a técnica de \"Registro de Evento\" de Fagundes (2006) caracterizada pela contagem de frequência das vezes em que os comportamentos investigados se repetem, dentro de um intervalo determinado. Após a realização destas investigações, foi realizada a triangulação entre os resultados, visando a uma inter-relação entre os dados obtidos, com o objetivo de entender melhor o fenômeno estudado. Participaram do Estudo 1, 118 praticantes de modalidades esportivas, cujos resultados demonstraram que o clima motivacional deles é orientado para a tarefa. No Estudo 2, o documento norteador do PROETI aponta para o ensino do Esporte Educacional com o objetivo de formação; os professores motivam seus alunos através de atividades recreativas, percebem a motivação dos alunos pelas suas atitudes, utilizam um padrão tradicional de aula e, embora trabalhem aspectos educacionais nas aulas, não conseguem identificá-los na prática; e as atividades propostas enfocam, principalmente, o princípio da corresponsabilidade. No Estudo 3, verificamos que o clima motivacional das aulas é orientado para a aprendizagem. Concluímos que, embora, o documento norteador do projeto, os alunos e as aulas apontem para uma mesma orientação, no caso para a tarefa ou aprendizagem, os professores não têm muita consciência de sua ação no ensino do Esporte Educacional / The Educational Sports Practices program (PEEs), offered in some schools and other areas, must be addressed according to the Educational Sports program, and the teaching pedagogical practices used should be based on actions that motivate students and develop their autonomy, decision-making skills and promote enjoyment. The objective of this study was to investigate how the Educational Sports Practices (PEEs) happen through: a) the motivational climate perceived by PEEs participants; b) the teachers\' perception of their educational and motivational role in the PEEs classes; c) the motivational climate of PEEs classes. The study was conducted as a descriptive research with qualitative and quantitative plans, through three outlines: 1) the motivational climate of PEEs students, in which we applied the Task and Ego Orientation in Sports Questionnaire, translated, adapted and validated by Hirota & De Marco (2006), to an intentional sample of students from the Municipal Center of Advanced Education - CEMEA - in Uberaba - MG, aged between 10 and 14 years old, from both sexes, and who do sports on the Full Time Program (PROETI); 2) the perception of PEEs teachers of their educational and motivational roles, which included the analysis of the PROETI guidance document, interview with the program\'s teachers and observation of classes focusing on the educational aspects of sports; 3) the motivational climate in PEEs classes, by observing classes and using the Target instrument as a reference to check instructions given by teachers. The questionnaire data was tabulated and analyzed using the SPSS-DATA EDITOR software (version 21.0 for Windows). Interviews were recorded, transcribed and analyzed according to Content Analysis (Bardin, 2011). In the observations we used the \"Event Log\" technique by Fagundes (2006) which is characterized by the frequency count of the times the investigated behavior is repeated at given intervals. After conducting these investigations, triangulation of the results was performed aiming at an interrelationship between the data obtained in order to better understand the phenomenon studied. Study 1 results showed that the motivational climate of the 118 sports participants in it is task-oriented. In Study 2, the PROETI guidance document aims at Educational Sports for teachers\' formation; teachers motivate their students through recreational activities, realize students\' motivation by their attitudes, use a traditional standard class model, and, although they work educational aspects in class, they cannot identify these aspect in practice; and the proposed activities focus mainly on the principle of coresponsibility. In Study 3, we find that the motivational climate of the classes is learning oriented. It is concluded that, even though the guidance document of the project, students and classes point to the same direction, for the task or learning, teachers do not have much awareness of their action in Educational Sports

Syftet med föreliggande uppsats var undersöka sambanden mellan motivationsklimat, målinriktning och självkänsla inom CrossFit jämfört med konditionsbaserad gruppträning. Vidare undersöktes om Modellen för sambandet mellan motivationsklimat, individuella skillnader, och känsla och motivation kunde appliceras inom CrossFit. I studien deltog sammanlagt 95 deltagare, både CrossFitutövare (N=45) och deltagare inom konditionsbaserad gruppträning (N=50) från sydvästra Sverige. I studien användes Perceived Motivational Climate in Sports Questionnaire-2 (PMCSQ-2), Achievement Goals Questionnaire for Sports (AGQ-S) samt Physical Self Perception Profile-R (PSPP-R). Resultatet visade en signifikant skillnad i uppgiftsorienterat klimat och självkänsla mellan CrossFitutövare och deltagare i konditionsbaserad gruppträning. Vidare påvisades samband mellan motivationsklimat, målinriktning och självkänsla inom CrossFit vilket delvis stödjer modellen. Framtida forskning bör vidare granska motivationsklimat, målinriktning, självkänsla och motivation inom CrossFit jämfört med konditionsbaserad gruppträning i en population bestående av fysiskt inaktiva nybörjare. / The purpose of the study was to investigate the interrelationship between motivational climate, goal orientations, and self-esteem in CrossFit compared to aerobic based training. Furthermore the study investigated if the model of interrelationships between motivational climate, goal orientation and, self-esteem could be applied within CrossFit. There were 95 participants in the study, both CrossFit athletes (N=45) and participants i aerobic based training from the south west of Sweden. Percieved Motivational Climate in Sports Questionnaire-2 (PMCSQ-2), Achievement Goals Questionnaire for Sports (AGQ-S) and Physical Self Perception Profile-R (PSPP-R) were used in the study. The results showed a statistically significant difference in percieved mastery-oriented motivational climate and self-esteem among CrossFit athletes and participants in aerobic based training. Furthermore there was a correlation between motivational climate, goal orientations, and self-esteem in CrossFit which partially supports the model.  Based on this result future research should examine motivational climate, goal orientations, self-esteem and motivation in CrossFit compared to aerobic based training in a population of physically inactive novices.

The study’s purpose was to describe a handball ATDE (Athletic Talent Development Environment) in the south of Sweden and to examine and derive the success factors of the ATDE, and within this context explore the motivational climate and autonomy support as perceived by members of the ATDE. The study is based on three theories: the Holistic ecological approach, Self Determination theory and Achievement Goal theory. The study’s participants all represented a club in the south of Sweden and consisted of players in the age of 15-19, the club manager, coaches and parents. The study was conducted through semi-structured interviews, observations and analysis of documents surrounding the club's vision and training/match policies. A total of seven interviews with four players, two coaches and the manager were conducted. Five observations at a minimum of 90 minutes gave the authors a broader view of the ATDE. An analysis of content and a triangulation with the supervisor were conducted in order to interpret the empirical data. The study revealed that the club is under re-organization, and its enthusiasm to evolve and become even better. The study found the ATDE to have a mastery oriented and autonomy supportive climate which in many ways contributed to the successful features of the ATDE. The study confirms earlier research regarding ATDE success factors as well as connections between SDT and AGT. The results also provide a deeper understanding of how successful factors, relationships, motivational climate and the autonomy support in an ATDE, affects young handball player’s motivation to evolve and reach their full potential. Implications with a basis in the theories used are presented.

This thesis entitled Communication and motivational climate deals with the analysis of internal climate and communication in a selected company. The analyzed company is the corporate branch of UniCall Communication Group Ltd., which belongs to one of the largest companies operating in the sphere of telemarketing. The aim of the thesis is to analyze the climate of motivation and communication in the company, to define potential problems in these areas and propose acceptable and viable solution. The methodology of the studied issue is a situational analysis, done through observations and interviews and a subsequent questionnaire. As for the communication, there is a problem of distribution of information, informality of communication, as well as the feedback system. The biggest motivation is money, though money is, paradoxically, at the same time also the most discouraging factor. Considering the time the company occurs in the market (since 2008), there can be expected a gradual improvement in human resources and corporate culture.

No description available.

The purposes of this study were to (1) examine the effects of criterion-referenced (i.e., Programmed Practice Sheet or PPS) and norm-referenced (i.e., standardized) skill assessments on the situational motivation of junior high school physical education students (N = 507), (2) determine if student task and ego dispositions could be affected by the type of skill assessment administered, and (3) determine if having choices of skill level affects student situational motivation and perception of autonomy support. Student situational motivation, task and ego disposition, and sense of autonomy were assessed using the Situational Motivation Scale (SIMS), Perception of Success Questionnaire (POSQ), and the Self-Regulation Questionnaire-Autonomy (SRQ-A). Results revealed significant differences between the criterion-referenced/choice Group 4 and the norm-referenced/no choice Group 1 as follows: Group 4 (a) had a greater sense of identified regulation, (b) had a lesser sense of external control, and (c) was less amotivated than Group 1. Significant gender by group interactions were found, thus indicating that girls were more affected by test type than boys. Girls in Group 4 (a) felt a lesser sense of external regulation, (b) had a greater sense of identified regulation, and (c) were more intrinsically motivated than girls in Group 1. Also, girls in Group 4 (a) felt a greater sense of identified regulation and (b) were more intrinsically motivated than girls in the norm-referenced/choice Group 2. These findings provide some evidence that using criterion-referenced skill assessments, like the PPS, and offering choices of skill level may enhance student situational motivation during skill assessment. No significant differences were found in student task and ego disposition and perception of autonomy support.

Studien processinriktat och resultatinriktat motivationsklimat på svenska och spanska högstadieskolor undersöker skillnader och likheter inom processinriktat och resultatinriktat klimat. I denna studie undersöks det hur dessa två klimat ser ut på svenska och spanska skolor och detta ur svenska och spanska idrottslärares perspektiv. I studien används Nicholls (1989) teori om de två motivationsklimaten. Empirin är inhämtad via semistrukturerade intervjuer med idrottslärare på tre svenska och tre spanska högstadieskolor. Detta i kombination med Nicholls (1989) teori och andra modeller, ligger till grund för den senare gjorda analysen. Studien kommer till slutsatsen att spanska skolor är mer resultatinriktade medan svenska skolor är mer processinriktade. / The Study mastery and performance motivational climate, a comparison study between secondary schools in Sweden and Spain, examine the mastery orientation and performance orientation. The aim with the study is find out what motivational climate, mastery or performance that is used by physical educators. The theory, Nicholls (1989) theory about the two motivational climates; mastery orientation and performance orientation is used in this study. The empirical data has been collected through semi-structured interviews with teachers at three secondary schools in Sweden and three secondary schools in Spain. This combined with theory and models will be the underlying material to the later analysis. The study will come to the conclusion that Spanish schools are more performance orientated than the Swedish schools which tend to be more mastery orientated.