Motivational Climate in Physical Education: How Anxiety and Pleasure Modulate Concentration and Distraction

Purpose : This study examined the relationship between the motivational climate (empowering or disempowering) and pupils’ concentration and distraction in physical education, mediated by basic psychological needs (BPN) satisfaction/frustration, pleasure, and anxiety. Method: In total, 379 French high school pupils ( M age = 15.63; SD age = 0.87) completed a questionnaire regarding the study variables. This study used a structural equation modeling to examine the hypothesized relationships. Results : The motivational climate was found to be related to concentration/distraction. BPN satisfaction/frustration was related to concentration and distraction. This relation was mediated by anxiety and pleasure (empowering climate à BPN satisfaction à pleasure à concentration; disempowering climate à BPN frustration à anxiety à distraction). The model indicates a good fit: comparative-fit index = .93; Tucker–Lewis index = .91; root mean square error of approximation = .071. Discussion/Conclusion : By creating an empowering motivational climate and ensuring that pupils’ competence needs are satisfied or frustrated, teachers can improve pupils’ concentration which is key component of learning.