Einleitung

Contemporary perspectives on human motivation favour a social-cognitive approach and the use of meta-cognitive processes of perception. Most prominent in sport and exercise psychology is the study of achievement goal orientations. However, some have argued that the cognitive and affective responses of participants in physical activity can be more fully understood by adopting an interactionist perspective of both individual dispositional goals and motivational climates. Stemming from research on classroom environments (climates), sport researchers have investigated correlates of motivational climate in sport settings. Two main dimensions have been identified. A mastery climate is perceived when group members are directed towards self-improvement, are praised for effort, and are encouraged to view mistakes as a valuable part of learning. A performance climate is perceived when normative performance is valued, only the best performers are praised, and mistakes are punished or viewed negatively. Although some aspects of motivational climate studies have been reviewed in narrative form, the impact of different types of motivational climates on cognitive and affective outcomes should be examined by quantification of results across studies. The need for a quantitative synthesis is emphasised by the fact that many studies report statistical significance rather than show the magnitude of effects of different climates on motivation. Einfuehrung