Effects of Teacher Centered and Mastery Motivational Climate Approach on self-esteem and Fundamental Movement Skills in Children

The purpose of this study was to investigate the effects of intervention program with mastery motivational climate and teacher-centered approach on self-esteem and fundamental movement skills of eight to ten years old children. Sixty boy and girl elementary school students were randomly assigned in mastery motivational climate¡ teacher-centered and control groups. Intervention program was consisted of 24¡ 45-minute sessions of teaching fundamental movement skills¡ during a twelve-week period. The results revealed that in post test the level of fundamental movement skills and self steem of two intervention groups were higher than control group and the mastery motivational climate group was better than teacher-centered group. It can be conclouded that intervention programs with mastery motivational climate approach¡ Increase the self-esteem of children and with facilitation the children''s participation in physical activity and sport raised the motor proficiency of them.