|Lecturer in Physical Education & Sport||
V dot Warburton at uea dot ac dot uk
Tel: +44 (0)1603 59 2636
Dr Victoria Warburton is a Lecturer in Physical Education and Sport. She is Course Director for the BA Physical Education degree programme and coordinator of the Physical Education Pedagogy research group. Victoria joined the School in September 2008 after completing her doctoral thesis in sport and exercise psychology at Loughborough University. Her research interest focuses on the developmental aspects of young people’s motivation both within and beyond the school curriculum. She is particularly interested in the transition from primary to secondary school and the key stage 3 curriculum. Her research has examined the influence of changes in perceptions of competence and implicit theories of ability on pupils’ motivation within these key periods. Her most recent project funded by the British Academy has examined the role of teacher and peer motivational climates on changes in pupils’ motivation during secondary school physical education. Current interests with regards to their effects on young people’s motivation and experiences within and beyond the school curriculum include the quality of teacher-pupil relationships within PE and other core subjects (Maths, English and Science) and the development of pupils’ health knowledge across the primary to secondary school transition. Victoria’s methodological expertise lies within the quantitative field, particularly longitudinal research design and data analysis, including structural equation modelling and multi-level modelling. Current methodological and data analysis interests include examining different indices of change
Dr Warburton’s research focuses on the developmental aspects of young people's motivation, with particular attention on the physical education context. This includes aspects such as achievement goals, self-theories of ability, development of the self-concept and competence perceptions, and the motivational climate.
Recent projects have included examining the effect of the motivational climate on children's physical self-concept across the primary to secondary transition and the effect of teacher and peer climates on motivation in physical education. Current projects include the temporal patterns of approach-avoidance goals in physical education, the development of competence perceptions in young children in the physical education context, the quality of teacher-pupil relationships, and the development of pupils’ health knowledge across the transition from primary to secondary school.
Braithwaite, R., Spray, C., & Warburton, V. E. (2011). A meta-analytic review of motivational climate interventions in physical activity settings. Psychology of Sport & Exercise. Psychology of Sport & Exercise, 12, 628-638.
Spray, C. M., & Warburton, V., E. (2011). Temporal relations among multidimensional perceptions of competence and trichotomous achievement goal adoption in physical education. Psychology of Sport & Exercise, 12, 515-524.
Warburton, V., E., & Spray, C. M. (2009). Antecedents of approach-avoidance achievement goal adoption in physical education: A longitudinal perspective. Journal of Teaching in Physical Education, 28, 214-232.
Warburton, V., E., & Spray, C. M. (2008). Motivation in physical education across the primary-secondary school transition. European Physical Education Review, 14, 157-178.
Spray, C. M., Wang, C. K. J., Biddle, S. J. H., Chatzisarantis, N. L. D., & Warburton, V., E. (2006). An experimental test of self-theories of ability in youth sport. Psychology of Sport and Exercise 7, 255-267.
Warburton, V.E. (2012). Peer and teacher climates in physical education: A longitudinal perspective. In the British Psychological Society Book of Abstracts: The annual conference. (p.83) Grand Connaught Rooms, London, UK: The BPS.
Warburton, V.E. (2011). Teacher and peer climates in physical education. Sport psychology: Human performance, well-being and health. Proceedings of the 13th European Congress of Sport Psychology. Funchal, Madeira: FEPSAC.
Spray, C.M. & Warburton, V.E. (2009). Motivation in Physical Education Across the Primary Secondary School Transition. NASPSPA Conference, Austin, TX.
Warburton, V.E. & Spray, C.M. (2009) Antecedents and consequences of performance achievement goals in physical education: An exploratory examination of approach-avoidance and appearance-competition dimensions. 12th World Congress of the International Society of Sport Psychology: Meeting New Challenges and Bridging Cultural Gaps in Sport and Exercise Psychology, Marrakech, Morocco.
Spray, C.M. & Warburton, V.E. (2008). A multilevel analysis of motivation in primary school physical education. In the British Psychological Society Book of Abstracts: The inaugural conference of the Division of Sport and Exercise Psychology. BPS Headquarters, London, UK: The BPS.
Warburton, V.E. & Spray, C.M. (2008). Predicting Change in Approach-Avoidance Goal Adoption: An Analysis of Two Physical Education Activities. In the British Psychological Society Book of Abstracts: The inaugural conference of the Division of Sport and Exercise Psychology. BPS Headquarters, London, UK: The BPS.
Warburton, V.E., Spray., C.M. & Smith, A. (2008). Achievement Goals, Motivation and Friendship Quality in PE Classes. In British Association of Sport and Exercise Sciences (Ed). Programme & Abstract Book. 2008 BASES Annual Conference. No athlete is an island: the role of interpersonal factors in sport symposium (p. 41). Brunel University, UK: BASES.
Warburton, V.E. & Spray, C.M. (2007). Changes in approach-avoidance achievement motivation in physical education across the primary-secondary school transition. In Y. Theodorakis, M. Goudas and A. Papaioannou (Eds). Sport and exercise psychology bridges between disciplines and cultures. Proceedings of the 12th European Congress of Sport Psychology. (p.53). Halkidiki, Greece: FEPSAC.
Warburton, V.E. & Spray, C.M. (2006) Examining motivation in physical education across the primary-secondary transition. In the British Psychological Society Book of Abstracts: The New Annual Conference. (p, 95). Cardiff, UK: The BPS.
Spray, C.M. & Warburton, V.E. (2003). Ability beliefs, achievement goals, and motivation in physical education classes. In R. Stelter (Ed). New approaches to exercise and sport psychology: Theories, methods and applications. Proceedings of the 11th European Congress of Sport Psychology. (p.160). Copenhagen, Denmark: FEPSAC.
2012: EDU Pump Priming Research Fund: The quality of teacher-pupil relationships in Physical Education: A key factor for pupils' achievement, motivation and well-being. Principal Investigator: Victoria Warburton; Co-Investigators: Lee Beaumont and Sophia Jowett (Loughborough University). (£948.88) Awarded.
2012: Sport England: The review of cost-benefit models and their applicability to sport. Project Director Dr Ric Fordham. (£49,900 exc VAT). Awarded
2010: British Academy: A longitudinal study of the influence of peer and teacher climates in physical education. (£4127). Awarded.
UEA PsychX Seminar Series: "I’m motivated in PE”: Is there a link to lifelong physical activity participation? 1st March 2012
UEA EDU Informal Seminar: Tracking changes in pupils’ motivation in Physical Education. 20th May 2010.
Guest Reviewer for the following journals:
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