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By Bruce D Geranto

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Conversely, participants in (perceived) mastery climates are likely to ascribe failure to a lack of effort and try harder. There is no link between mastery climate and deception beliefs, so these sport performers are unlikely to resort to deception when faced with failure. Thus, arguments for creating climates high in task/mastery cues are supported by the existing evidence. II. Beliefs about the purpose of sport: Sport is regularly cited as an eminent vehicle for the learning of life skills and adaptive coping strategies.

Developmental Processes Nicholls‘ contribution to achievement goal theory emerged from developmental ideas surrounding how young children develop through process whereby children gradually become able to differentiate the concept of ability from effort, task difficulty and luck (Nicholls & Miller, 1984). Initially, between 5 and 7 years of age, Nicholls proposed that children did not differentiate between the concepts of ability/capacity and effort. Tasks which children are uncertain of completing were viewed as difficult, requiring more effort and so completion would provide children with a sense of achievement and competence.

This focus on subjective meaning became the lynchpin of achievement goal theory. Nicholls (1984, 1989) asserted that an individual‘s internal sense of competence was pivotal in achievement contexts and that importantly, the meaning of competence could be defined in at least two different ways: Achievement behaviour is defined as behaviour directed at developing or demonstrating high rather than low competence. It is shown that competence can be conceived in two ways. First, ability can be judged high or low with reference to the individual‘s own past performance or knowledge.

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