TARGETing secondary school students’ motivation towards physical education: The role of student-perceived mastery climate teaching strategies

PE teachers may not have been representative for the entire population of secondary PE teach- ers. In theory, this might also have impacted upon student-perceived teaching strategies. Conclusions The application of mastery TARGET teaching strategies within secondary school PE has a pos- itive impact on students’ motivation. Due to the additive relationship of the TARGET struc- tures, teachers could focus on the implementation of mastery climate teaching strategies within selected TARGET structures, rather than focusing on all TARGET structures at the same time. In that case it is recommended to put emphasis on the application of the mastery teaching strategies within the task structure because this seems to be the most decisive factor for student motivation. Supporting information S1 Dataset. (SAV) S1 Questionnaire. Mastery Teaching Perception Questionnaire (MTP-Q). (DOCX) Acknowledgments We want to thank Luuk van Iperen for providing us assistance with the data analysis, and all PE teachers and students that participated in this study. Author Contributions Supervision: Steven Vos. Writing – original draft: Gwen Weeldenburg. Writing – review & editing: Lars Borghouts, Tim van de Laak, Teun Remmers, Menno Sling- erland, Steven Vos. References 1. Cid L, Pires A, Borrego C, Duarte-Mendes P, Teixeira DS, Moutão JM, et al. Motivational determinants of physical education grades and the intention to practice sport in the future. PLoS One. 2019; 14(5): e0217218. doi: https://doi.org/10.1371/journal.pone.0217218 PMID: 31120973

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