Fair Play in Physical Education Classes: Differences between Sex, Class and the Relationship between Fair Play and Lesson Satisfaction, Perceived Motivational Climate and Goal Orientations

Abstract

The purpose of this study was to examine the relationships among lesson satisfaction, perceived motivational
climate, goal orientations with fair play in physical education classes. Also, to examine for possible differences in junior pupils’ population concerning fair play between boys, girls or among classes. For this purpose, 525 pupils (275 boys, 300 girls), aged 12-15 from 7th, 8th, 9th grades from 5 schools participated in the present study. The study was held through questionnaires. The results supported the construct validity and the internal consistency of the scales that were used (α>.68). Correlational analysis showed that positive athletic behaviors were positively related with lesson satisfaction, task-involving climate and task orientation. On the contrary, negative athletic behaviors were positively related with ego-involving climate and ego orientation. Furthermore, stepwise multiple regression analysis revealed that task orientation, ego orientation, lesson satisfaction and task-involving climate were significant predictors of positive athletic behaviors. Also, significant predictors of negative athletic behaviors were ego orientation, lesson satisfaction and ego-involving climate. In general, positive athletic behaviors’ scores were higher compared with negative. Results revealed no significant differences between sex and class concerning positive athletic behaviors. However, there were found significant differences in negative athletic behaviors – boys had higher scores when compared with girls
and also higher grades had higher scores when compared with lower grades. The results of this study imply the
need for interventions concerning students’ moral behaviors in physical education, especially as children grow-up.