ABSTRACT
Research on goal orientations and motivational climates with children in physical activity settings such as youth sport and physical education has flourished. One interesting area of research in goal achievement theory deals with the relationship of students' goal orientations and perceived motivational climate with students' perceptions of the teacher's behaviors, including discipline. Goal perspectives are important because they influence how a student responds in achievement situations. The impact of the motivational climate on students' affect during physical education appears similar to that of goal orientations, with high perceptions of a task-involving climate resulting in positive affect, and high perceptions of an ego-involving climate producing more negative affect. Researchers have studied how goal perspectives may influence students' beliefs about the causes of their level of success or performance in physical education. Approach and avoidance goals have only started to be examined in physical education.
