The influence of the physical education teacher on intrinsic motivation, self‐confidence, anxiety, and pre‐ and post‐competition mood states

One of the fundamental problems facing teachers of physical education (PE) is how to increase pupils' motivation. From the point of view of goal achievement, guidelines need to be established so that information may be used to greater effect in classes. This study examined the relationship between the motivational climate created by the PE teacher and the intrinsic motivation of the preparatory sessions together with self‐confidence and anxiety prior to competition and pre‐ and post‐competition mood states. The sample was made up of school children (M age = 11.7) from a state school (N = 115), who, after an introduction to an athletics course of 12 sessions, took part in a sports competition. During this time, a teacher (trained to this effect) manipulated the motivational climate, adapting the strategies of TARGET (11, 12, 26, 28). The mastery climate was linked to enjoyment, perceived ability, and effort in the PE classes, as well as to pre‐competition somatic anxiety and post‐competition vigor. On the other hand, the performance climate was associated with self‐confidence, pre‐competition vigor, and post‐competition stress. The results are discussed in relation to achievement goal theory and motivational climate manipulation.