[[alternative]]The relationships of goal perspectives, perceieved motivational climate and discipline in physical education lessons

[[abstract]]The purpose of this study was to examine the relationships among goal orientations, perceived motivation climate, reasons for discipline, and perceived teacher’s strategies to sustain discipline in physical education lessons. Nine hundred and ninety-three elementary school students responded to questionnaires assessing the aforementioned variables. Average age of subjects was 12.92 ± 0.77. The following conclusions were derived： 1、The results of exploratory factor analyses and reliability analyses indicated that the Reasons for Discipline Scale(RDS) and the Strategies to Sustain Discipline Scales(SSDS) demonstrated acceptable construct validity and internal consistency. 2、The results of simple correlation analyses indicated that reasons for discipline were positively related to similar perceptions of perceived teacher’s strategies to sustain discipline in physical education lessons. 3、The results of a canonical correlation analysis exhibited that task orientation was positively associated with intrinsic and identified(self-determined) reasons for discipline and negatively related to no reason for discipline. In contrast, ego orientation was positively associated with introjected, external, and no reasons for discipline. 4、The results of a canonical correlation analysis exhibited that the perception of a task-involving climate was positively related to perceptions of teaching strategies promoting reasons for discipline by intrinsic, identified strategies. On the contrary, ego-involving climate was positively associated with introjected, external, and indifference to sustain discipline in the class. Based on the results of the study, it is suggested that physical education teachers who have more orderly classes should strengthen the task orientation of students to enhance learning motivations of students and adopt teaching strategies promoting reasons for discipline determined by the student to create positive task-involving climate and avoid constructing ego-oriented climate. Future research directions within the scope of related study are discussed. Key words：physical education teaching, discipline, goal perspectives, self-determined, perceived motivation climate