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Self-determination theory (SDT) guided comparison of competence satisfaction in a ball striking activity of elementary school students with (n =16) and without (n = 18) physical disabilities under mastery and performance climates. Consistent with SDT competence satisfaction was measured by risk taking (RT) and achievement (ACH). Performance climate increased RT, undermined ACH accomplishments for individuals with physical disabilities, and encouraged ACH for peers without disabilities. Nevertheless, no competence satisfaction difference between the groups was found in either achievement…mehr

Produktbeschreibung
Self-determination theory (SDT) guided comparison of
competence satisfaction in a ball striking activity
of elementary school students with (n =16) and
without (n = 18) physical disabilities under mastery
and performance climates. Consistent with SDT
competence satisfaction was measured by risk taking
(RT) and achievement (ACH). Performance climate
increased RT, undermined ACH accomplishments for
individuals with physical disabilities, and
encouraged ACH for peers without disabilities.
Nevertheless, no competence satisfaction difference
between the groups was found in either achievement
climate, suggesting competence was satisfied in
different ways for the two participant groups. ACH
(performance change) was important for all students,
but RT was particularly important for those without
disabilities. Performance climates should be used
cautiously to challenge students with physical
disabilities.
Autorenporträt
Tsalavoutas Ioannis:
- M.A. in Kinesiology & Adapted Physical Education, McGill
University, Montreal, Canada.
- B.A. in Physical Education and Athletics, Athens University,
Greece.
- B.A. in Psychology, American College of Greece, Deree, Athens.
Currently engaged in Aquatic Rehabilitation, private clinic,
Athens, Greece.