Approach-Avoidance Individual Differences in Changing Students' Responses to Physical Education

Abstract

The purpose of this report was to examine the effects of physical education acrobatic activities as a function of individual differences on approach-avoidance tendencies for acrobatics. The data of a study conducted by Robazza, Bortoli, Carraro, and Bertollo (2006) were analyzed after having classified students as high- or low-avoiders. Approach-avoidance tendencies and idiosyncratic emotions related to acrobatic tasks and adventurous sports were originally assessed for 72 Italian male high school students. Experimental participants engaged in acrobatic tasks of physical education for 12 lessons, while control participants were involved in team sports. Analysis showed that high-avoiders changed their emotions positively toward physical education tasks more than low-avoiders, whereas the latter modified their attitudes for adventurous sports. Approach-avoidance tendencies can be expected to moderate involvement in challenging physical activities.