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Abstract
The tacitly sanctioned practice of publicly picking teams in physical education has been categorized as instructionally inappropriate, yet its practice persists. Therefore, the purpose of this two-study article was to examine its effects on achievement goals orientations and motivational profiles of male junior high school physical education students (n = 233). Students were assigned to one of two conditions (publicly picked teams or confidential draft) in four sports and across four trials. Unexpectedly, findings revealed no significant differences between groups across sports or within trials in (a) goals orientation or (b) selfdetermined motivation. However, follow-up interviews revealed insights into (a) selection motives, (b) differentiation in conceptions of abilities, and (c) a sense of empathy for peers vulnerable to the practice. Despite nonsignificant findings in survey results, the qualitative data revealed nuances associated with this practice that have allowed us to make specific recommendations against the continued use of this practice.
In 2009, the National Association for Sport and Physical Education (NASPE) published three documents containing some 206 items describing appropriate instructional practices in physical education (AIP-PE). AIP guidelines for elementary (n = 70; NASPE, 2009a), middle school (n = 68; NASPE, 2009c), and high school (n = 68; NASPE, 2009b) constitute a consensus statement intended to inform not only PE teachers and students, but also parents and guardians, school administrators, and policy makers.
The intent of the AIP-PE documents is to ensure that physical education instruction incorporates "the best-known practices derived from both research and teaching experiences, into a pattern ... that maximizes opportunities for learning and success for all students" (NASPE, 2009c, p. 3). To that end, each document identifies several appropriate and, conversely, inappropriate practices under the categories of learning environment, instruction, curriculum, assessment, and professionalism. Most noteworthy are guidelines that address issues such as dealing with bullying; using exercise as punishment; inclusion; picking of teams; modified games; appropriate focus on competition; and knowledge, skill, and fitness assessment.
In a series of studies to assess the degree to which AIP-PE is understood, accepted, and implemented, Barney and his colleagues polled K-12 students (Barney & Christenson, 2014; Barney, Christenson, & Pleban, 2012), physical education teacher education (PETE) majors (Barney & Christenson, 2013; Barney et al., 2012), administrators (Barney & Prusak, 2014),...