Which Goals Matter? Examining the influence of task and ego orientation on the sports performance of Physical Education students
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- Jay Carlo Bagayas+−
- Steffany Anne C. Poblador +−
- Mara Cuya+−
- Jessel Gay S. Wacan+−
- Sammielyn Lavente+−
- Jet Longakit+−
DOI:
https://doi.org/10.17979/sportis.2025.11.4.11973Abstract
The influence of goal orientation on athletic performance is well-documented in competitive sports; however, its impact on students in physical education (PE) settings remains underexplored. This study examines the influence of task and ego goal orientations on the sports performance of physical education students in a classroom context. A total of 283 PE students (119 males and 164 females) aged 18 to 21 years (M = 19.24, SD = .978) from General Santos City, Philippines, participated in the study. A descriptive-correlational research design was used, and participants were selected through purposive and snowball sampling techniques. Data were analyzed using bivariate correlation and multiple regression analysis to examine the relationship and predictive strength of goal orientations on sports performance. Results showed that task orientation accounted for 37% of the variance in sports performance, while ego orientation explained 7.3%. Together, both orientations explained 32.8% of the overall variance in students’ sports performance. The findings indicated that both task and ego orientation substantially affect students' sports performance in programs for physical education. This suggests that cultivating a balanced motivational environment that promotes both individual development and constructive competition can increase overall athletic performance in physical education contexts. This study presents substantial evidence on the impact of task and ego goal orientation on the athletic performance of physical education students. These findings suggest that physical education programs should emphasize mastery-based learning environments while appropriately incorporating competitive features to address varied student motivations. By implementing this approach, educators can improve performance, motivation, and emotional well-being in sports instruction.
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