Goal Orientation and Motives for Participation of Teacher-Coaches of Track and Field in Kuching Samarahan, Sarawak
The dependence on teacher-coaches for the bulk of the nation's athletic talent and the lack of sporting talent are matters of great concern. Frequently teacher-coaches become victims in efforts to find the causes even though there is a lack of research to understand the situation. This study...
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| Format: | Thesis |
| Language: | English English |
| Published: |
2002
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| Subjects: | |
| Online Access: | http://psasir.upm.edu.my/id/eprint/9279/1/FPP_2002_5.pdf |
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| Summary: | The dependence on teacher-coaches for the bulk of the nation's athletic talent and the
lack of sporting talent are matters of great concern. Frequently teacher-coaches
become victims in efforts to find the causes even though there is a lack of research to
understand the situation. This study described the goal-orientation and motives for
participation of teacher-coaches of track and field in secondary schools in Kuching
Samarahan, Sarawak as well as the characteristics of the coaching environment in these
schools. The instruments utilized to measure the goal-orientation and the motives for
participation were translated versions of the Task and Ego Orientation Questionnaire
(TEOSQ; Shaharudin, 1998) and the Participation Motivation Questionnaire (PMQ;
Khairuddin, 1998) respectively and modified to suit the participants. Pre-test of these
versions were conducted with similar samples and yielded Cronbach reliability
coefficients of .91 and .88 respectively. The results were obtained from 77 teacher coaches
of track and field from 47 schools in Kuching Samarahan Division. The return rate was 81%. Results of the F -test showed that there were no statistically significant
differences in goal orientation and motives for participation among the teacher-coaches
of high performing, medium performing and low performing groups. Overall, 93% of
the teacher-coaches were highly task-goal oriented. Skill Development (M = 4.64, SD = .48) was the most important factor affecting participation followed by
Excitement/Challenge (M = 4.60, SD = .42). Recognition/Status was the least
important (M = 3.00, SD = .83). All coaches in the study showed similar goal profiles
and motivational tendencies. Bivariate correlations analysis revealed that, in general,
task-goal orientation and intrinsic motivations were moderately and significantly
correlated indicating a substantial relationship between the variables. Bivariate
correlations also revealed that intrinsic motivation and extrinsic motivation were highly
correlated indicating that while the participation of the teacher-coaches were
significantly influenced by intrinsic motivational factors, extrinsic motives were also
important. However, extrinsic factors had only a low correlation to ego-goal
orientation. Together with the findings from the descriptive statistics, the study alerted
us on the importance and impact of the coaching environment on teacher-coaches of
largely similar goal orientation and motives for participation. If these teacher-coaches
are to be effective introducers of their sport to students, the Ministry of Education must
attend to creating an environment befitting the goal-orientation and motivation of the
teacher-coaches. Implications for further practice and further research were discussed. |
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