Week 8 readings

Question 1

Cumming (2011) - what does the ‘Mediated Effects Model of Psychological and Behavioural Adaptation to Puberty’ hypothesize?

Answer 1

Physical self-worth would positively predict involvement in physical activity

Question 2

Cumming (2011) - what were the results of the study?

Answer 2

Perceptions of sports competence, body attractiveness and physical self-worth mediated an inverse relation between maturity status and physical activity.

Question 3

Cumming (2011) - discuss the study

Answer 3

It identifies a potential mechanism (i.e., physical self-concept) through which reductions in PA among girls who are advanced in their maturity status may be countered.

If girls who are advanced in maturity status can be encouraged to view the physical changes associated with puberty as a normal and attractive part of maturational process and not as a barrier to PA then they may be more likely to remain active.

Question 4

Spray (2013) - what are adaptive beliefs about the physical self?

Answer 4

Refer to feelings of self-confidence, self-worth, self-acceptance, competence and ability (Marsh, 2007).

Question 5

Spray (2013) - education researchers have outlined the key changing environmental factors that young adolescents encounter when transferring to a new school, what are these?

Answer 5

School size
Departmentalisation of subject areas 
Subject specialist teachers
Stricter grading practices
Increased adoption of grouping practices according to ability

Question 6

Spray (2013) - what was the purpose of the study?

Answer 6

To utilise achievement goal theory to identify developmental change in self-perceptions as young adolescents transition from primary to secondary school.

Question 7

Spray (2013) - summarise the methods of the study

Answer 7

A longitudinal design was adopted with three time points, one at the end of primary school and two during the first year of secondary school.

Participants (N = 491) were cross-classified by primary and secondary PE class in order to examine the association between perceived class-level teacher-emphasised goals and within-class student goals with self-beliefs.

Question 8

Spray (2013) - summarise the results of the study

Answer 8

More favourable perceptions of co-ordination, sport competence, strength, flexibility, and endurance during the first year of secondary school were predicted by an increase in performance approach goal emphasis.

Question 9

Spray (2013) - summarise the conclusion of the study

Answer 9

Findings suggest that teacher-emphasised performance approach goals in PE can promote development of several physical self-perceptions in the initial year of secondary school.