Children's Responses to a Mastery Motivation Climate in an Inclusive Physical Education Setting: A Multiple Baseline Study
Miedema, Benjamin J
Type of DegreePhD Dissertation
Restriction TypeAuburn University Users
MetadataShow full item record
This study examines the use of mastery motivational climate in an inclusive physical education setting. Mastery motivational climates (MMC) are grounded in achievement goal theory and the TARGET principles. Research has found mastery motivational climates to be effective for children with disabilities’ skill acquisition. The purpose of this study was (1) to examine the effects of a mastery motivational climate on the attainment of two skills in children with developmental delays, (2) to determine how long it takes for a mastery motivational climate to be effective for students with developmental delays in an inclusive setting, and (3) to determine participants’ retention of those skills at least two weeks after the removal of the motor skills intervention. Three teams of six, four non-disabled peers and two children with a disability (dyad), each independently participated in a multiple baseline design measuring skill mastery of overhand throwing and hopping. The intervention took place during physical education class at a public elementary school. Results revealed that all children with a disability achieved skill mastery in both throwing and hopping after a total of 12 to 13 sessions. One hundred percent retention of skill acquisition was present for two of the three dyads while the third dyad regressed in skill performance; however, they did maintain a higher skill performance than they had at baseline. The findings from this study add to the literature by supporting the use of a MMC in an inclusive physical education setting.