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Using Achievement Goal Theory in Motor Skill Instruction: A Systematic Review
Kara K Palmer1, Katherine M Chinn1, Leah E Robinson2,3
1Child Movement, Activity, and Developmental Health Laboratory, School of Kinesiology, University of Michigan, 4745D CCRB, 401 Washtenaw Avenue, Ann Arbor, MI, 48109, USA.
Background:
Over the past two decades, achievement goal theory (AGT) has been used as a theoretical framework to design and implement motor skill programming in young children.
Objective:
The purpose of this systematic review was to examine the effects of AGT in motor skill interventions and programming in children aged 0-12 years.
Methods:
This systematic literature search was conducted using three databases: Google Scholar, PubMed, and EBSCOhost. Studies were included if they met the following four inclusion criteria: (1) had an intervention with a gross motor outcome, (2) used an intervention grounded in AGT, (3) included young children (aged 0-12 years), and (4) were written in English. Studies were rated according to methodological reporting quality. All literature searches and reporting were consistent with the Preferred Reporting Items for Systematic Review and Meta-Analysis (PRISMA) protocol.
Results:
A total of 12 studies met all inclusion criteria and were included in the sample. All studies reported that AGT motor skill interventions were effective for improving motor skills in young children. Studies varied in regard to intervention groups, duration, dosage, and the personnel responsible for implementing the intervention. None of the included studies met the requirements to be considered as having high methodological quality.
Conclusions:
Based on these findings, AGT is an effective theoretical approach for designing and implementing motor skill interventions for young children.
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