Abstract:
Optimal challenge occurs when an individual perceives the challenge of the task to be
equaled or matched by his or her own skill level (Csikszentmihalyi, 1990). The purpose
of this study was to test the impact of the OPTIMAL model on physical education
students' motivation and perceptions of optimal challenge across four games categories
(i. e. target, batting/fielding, net/wall, invasion). Enjoyment, competence, student goal
orientation and activity level were examined in relation to the OPTIMAL model. A total
of 22 (17 M; 5 F) students and their parents provided informed consent to take part in the
study and were taught four OPTIMAL lessons and four non-OPTIMAL lessons ranging
across the four different games categories by their own teacher. All students completed
the Task and Ego in Sport Questionnaire (TEOSQ; Duda & Whitehead, 1998), the
Intrinsic Motivation Inventory (IMI; McAuley, Duncan, & Tanmien, 1987) and the
Children's Perception of Optimal Challenge Instrument (CPOCI; Mandigo, 2001).
Sixteen students (two each lesson) were observed by using the System for Observing
Fitness Instruction Time tool (SOFTT; McKenzie, 2002). As well, they participated in a
structured interview which took place after each lesson was completed. Quantitative
results concluded that no overall significant difference was found in motivational
outcomes when comparing OPTIMAL and non-OPTIMAL lessons. However, when the
lessons were broken down into games categories, significant differences emerged. Levels
of perceived competence were found to be higher in non-OPTIMAL batting/fielding
lessons compared to OPTIMAL lessons, whereas levels of enjoyment and perceived
competence were found to be higher in OPTIMAL invasion lessons in comparison to
non-OPTIMAL invasion lessons. Qualitative results revealed significance in feehngs of
skill/challenge balance, enjoyment and competence in the OPTIMAL lessons. Moreover,
a significance of practically twice the active movement time percentage was found in
OPTIMAL lessons in comparison to non-OPTIMAL lessons.
