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Apport du climat motivationnel sur le vécu émotionnel et les fonctions attentionnelles des élèves en Éducation Physique et Sportive

Abstract : Targeting all children and youth, physical education (PE) plays a major role in delivering its health benefits and enhances physical activity across an individual’s lifespan. However, this role can be fully endorsed only if students experience PE positively and feel competent in achieving fundamental movement skills. Improving students’ affects and students’ attention during PE lesson should achieve these aims. Therefore, it was necessary to investigate PE teacher’s motivational climate that could influence these variables. This doctoral work, including four studies, contributed to this line of research. The first study aimed to develop and validate a self-reported measure of attention in sport situation. This scale, including four dimensions (concentration on the task, concentration due to the teacher, distraction away from the task, distraction toward the teacher) with 18 items, was validated with sport sciences students (n = 216), then with high school students during a PE lesson (n = 481). The purpose of the second study was to perform multilevel analysis exploring the relationships between motivational climate and students’ attention (n = 425) during a PE lesson. This relationship also included mediations by students’ basic psychological needs and students’ affect. Results showed that positive motivational climate was positively related to students’ attention, and that competence need satisfaction, and affects played an important role in this relationship. The third study, realized in laboratory, with sport sciences students (n = 74), aimed to compare participants’ affect and attention, according to the motivational climate. Repeated measures ANOVA examined time effect between a neutral condition and a motivational condition (positive or negative). Results showed that positive motivational climate fostered positive affect and improved attentional performance. In contrast, negative motivational climate was harmful for participants’ affect and disrupted attentional performance. The fourth study compared the effect of assessment, as part of motivational climate, in students’ anxiety and motor learning, during a learning cycle of shot put in PE. Formative assessment (n = 21), that supported a positive motivational climate, reduced students’ anxiety, and was benefic to motor learning in shot put. However, this affective benefit disappeared four month later. Summative assessment (n = 23), that supported a negative motivational climate, had no effect on student’s anxiety, and increased motor learning. This doctoral work underlined the major role played by the motivational climate on students’ affect and students’ attention in PE. However, despite a positive motivational climate seemed only have benefits, we recommended to explore the durability of motivational climate effect. Moreover, a negative motivational climate would not only have negative effects on students’ learning.
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Submitted on : Thursday, May 6, 2021 - 11:17:50 AM
Last modification on : Friday, June 4, 2021 - 3:30:50 AM
Long-term archiving on: : Saturday, August 7, 2021 - 6:40:33 PM


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  • HAL Id : tel-03219185, version 1



Maxime Mastagli. Apport du climat motivationnel sur le vécu émotionnel et les fonctions attentionnelles des élèves en Éducation Physique et Sportive. Education. Université de Lorraine, 2021. Français. ⟨NNT : 2021LORR0036⟩. ⟨tel-03219185⟩



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