Coaches' interpersonal style, basic psychological needs and the well- and ill-being of young soccer players: A longitudinal analysis

2012 ◽  
Vol 30 (15) ◽  
pp. 1619-1629 ◽  
Author(s):  
Isabel Balaguer ◽  
Lorena González ◽  
Priscila Fabra ◽  
Isabel Castillo ◽  
Juan Mercé ◽  
...  
Keyword(s):  
Longitudinal Analysis ◽  
Psychological Needs ◽  
Basic Psychological Needs ◽  
Soccer Players ◽  
Interpersonal Style

scholarly journals The Influence of the Coach’s Autonomy Support and Controlling Behaviours on Motivation and Sport Commitment of Youth Soccer Players

2021 ◽  
Vol 18 (16) ◽  
pp. 8699
Author(s):  
Javier Sevil-Serrano ◽  
Ángel Abós ◽  
Sergio Diloy-Peña ◽  
Pedro L. Egea ◽  
Luis García-González
Keyword(s):  
Autonomy Support ◽  
Self Determination Theory ◽  
Psychological Needs ◽  
Cross Sectional Study ◽  
Basic Psychological Needs ◽  
Soccer Players ◽  
Cross Sectional ◽  
Sport Commitment ◽  
Youth Soccer ◽  
Support Autonomy

The coach is one of the most influential agents in the sport commitment of youth players. Grounded in self-determination theory (SDT), numerous studies have examined the influence of the coach’s autonomy-supportive behaviours on athletes’ motivation. However, fewer studies have examined the influence of the coach’s controlling behaviours. The aim of this cross-sectional study was to analyse the influence of young soccer players’ perception of their coach’s autonomy-supportive and controlling behaviours on the satisfaction and frustration of their basic psychological needs (BPN) and sport commitment. A total of 203 soccer players (86% boys), aged 10–19 years (M = 14.88; SD = 1.54) participated. Coach autonomy support positively predicted BPN satisfaction which, in turn, positively explained sport commitment. Coach intimidation behaviours positively predicted BPN frustration, which, in turn, negatively explained sport commitment. In cross-relationships, autonomy support negatively explained BPN frustration, while intimidation behaviours and the controlling use of rewards negatively predicted BPN satisfaction. To conclude, these results suggest that it is important for the coach not only to support autonomy, but also to avoid the use of controlling behaviours, especially intimidation and controlling use of rewards, because of their influence on the motivational processes and sport commitment of youth soccer players.

Using Self-Determination Theory to Explain Sport Persistence and Dropout in Adolescent Athletes

2010 ◽  
Vol 13 (2) ◽  
pp. 677-684 ◽  
Author(s):  
Tomás García Calvo ◽  
Eduardo Cervelló ◽  
Ruth Jiménez ◽  
Damián Iglesias ◽  
Juan Antonio Moreno Murcia
Keyword(s):  
Knowledge Base ◽  
Sport Participation ◽  
Self Determination Theory ◽  
Psychological Needs ◽  
Theoretical Framework ◽  
Basic Psychological Needs ◽  
Self Determination ◽  
Soccer Players ◽  
Adolescent Athletes ◽  
External Regulation

Motivational characteristics are influential in shaping adolescents' desire to persist in sport or to discontinue their sport participation. Self-determination theory (Deci & Ryan, 2000) was utilized as the theoretical framework for this study. This theory examines whether sustained participatory involvement, defined as continued participation in the sport through the next year, was influenced by individuals' self-determined motivation and by the fulfillment of the three basic psychological needs of autonomy, competence, and relatedness. Four hundred ninety two soccer players between the ages of 13 and 17 years comprised the sample. Results indicated sport dropout was explained by higher levels of amotivation, external regulation, and introjected regulation and by lower satisfaction of relatedness and autonomy needs. The findings of this study contribute to the knowledge base on sport dropout as they supported many of self-determination theory.

scholarly journals Estilos interepersonales del entrenador, frustración de las necesidades psicológicas básicas y el burnout: un análisis longitudinal en futbolistas (Coach interpersonal styles, frustration of basic psychological needs and burnout: a longitudinal analysis

Retos ◽  
2016 ◽  
pp. 132-137 ◽  
Author(s):  
Hilda B. Aguirre Gurrola ◽  
José L. Tristán Rodríguez ◽  
Jeanette M. López Walle ◽  
Inés Tomás ◽  
Jorge Zamarripa
Keyword(s):  
Longitudinal Analysis ◽  
Autonomy Support ◽  
Psychological Needs ◽  
Basic Psychological Needs ◽  
Football Players ◽  
Psychological Need ◽  
Need Frustration ◽  
Measurement Session ◽  
Basic Needs Theory ◽  
Negative Predictor

Basado en la Teoría de las Necesidades Psicológicas Básicas se puso a prueba un modelo con la siguiente secuencia: Estilo interpersonal de apoyo a la autonomía y estilo controlador del entrenador èFrustración de las necesidades psicológicas básicas èel Burnout (BO). Participaron 177 futbolistas, con edades que entre 15 a 24 años (M = 17.81; DT = 1.98), quienes completaron los instrumentos que evaluaban las variables del estudio (CCBS, CBS, PNTS y ABQ). La fiabilidad de los instrumentos fue satisfactoria excepto la sub-escala de frustración de la autonomía del tiempo 1. Los jugadores percibieron más el estilo de AA que el EC de su entrenador, una baja FNPB y BO en el tiempo 1 (T1) y 2 (T2). Sólo se encontraron diferencias significativas entre el T1 versus T2 en la percepción del estilo de AA del entrenador siendo más baja en el T2. El AA del T1 estuvo significativamente relacionado de manera negativa con el EC, con la FNPB, la frustración de la autonomía (FA), frustración de la competencia (FC) y frustración de las relaciones (FR) y el BO en el T1 y T2, sin embargo, esto no fue así con el AA del T2. Los resultados del Modelo A revelaron que AA del T1 fue un predictor negativo y el EC fue un predictor positivo de la FNPB del T2, y la FNPB del T2 actuó como un predictor positivo del BO. Por su parte el Modelo B reveló que el AA del T1 fue un predictor negativo y el EC del T1 fue un predictor positivo de la FA, FC y FR. Finalmente, la FA y FR actuaron como predictores positivos del BO. Abstract. A model based on the Basic Needs Theory was tested in accordance with the following sequence: Coach’s Autonomy Support and Authoritarian styles èBasic psychological need frustration èBurnout (BO). A total of 177 football players aged 15 to 24 years old (M = 17.81; DT = 1.98) took part in the study. The athletes filled questionnaires related with the research variables (CCBS, CBS, PNTS, and ABQ). Instruments’ reliability was satisfactory, except for Autonomy frustration subscale at first measurement session (T1). Players perceived that their coaches used more AA than EC style. In addition, they showed low FNPB and BO at T1 and at the second measurement session (T2). Significant lower scores for perceived AA style were found at T2 compared to T1. AA at T1 was significantly and negatively related with EC, FNPB, Autonomy Frustration (FA), Competence Frustration (FC), and Relatedness Frustration (FR), whereas it was negatively related with BO at both T1 and T2. Nonetheless, this did not happen for AA at T2. Results of Model A showed that AA at T1 was a negative predictor of FNBP at T2 whereas EC at T1 was a positive predictor of FNBP at T2. In addition, FNPB at T2 positively predicted BO. Modelo B outcomes revealed that AA at T1 was a negative predictor of FA, FC, and FR, whereas EC at T1 was a positive predictor of those variables. Finally, FA and FR positively predicted BO.

scholarly journals Coaches’ Corrective Feedback, Psychological Needs, and Subjective Vitality in Mexican Soccer Players

2021 ◽  
Vol 11 ◽  
Author(s):  
José Tristán ◽  
Rosa María Ríos-Escobedo ◽  
Jeanette M. López-Walle ◽  
Jorge Zamarripa ◽  
Miguel A. Narváez ◽  
...  
Keyword(s):  
Structural Equation ◽  
Corrective Feedback ◽  
Well Being ◽  
Psychological Needs ◽  
Equation Model ◽  
Basic Psychological Needs ◽  
Soccer Players ◽  
Subjective Vitality ◽  
And Performance ◽  
The Relationship

In the sport context, an essential aspect of an athlete’s development and performance happens during the interaction with the coach while receiving information on the aspects of performance that need to be modified (corrective feedback). Grounded in the Self-Determination Theory and particularly on the basic psychological needs theory, a structural equation model (SEM) was tested with the following sequence: perception of the amount of corrective feedback generated by the coach, perceived legitimacy of corrective feedback, satisfaction of basic psychological needs, and vitality in soccer players. Additionally, simple mediation and serial (double) mediation models were also tested. Participants were 377 Mexican soccer players (Maged= 16.46,SD= 1.08), who completed the instruments that evaluated the study variables. SEM results reported positive and significant variables’ interrelations in the sequence. The analysis of serial mediation model showed that the perceived legitimacy of feedback and the satisfaction of basic psychological needs fully mediated the relationship between the perception of the amount of corrective feedback generated by the coach and the perception of the subjective vitality of Mexican soccer players. Results suggest that coaches have to ensure that athletes accept the corrective feedback provided and meet their basic psychological needs. Based on SDT tenets, this research highlights the importance for coaches to be aware of the athlete’s perceptions when they are providing corrective feedback and their implications for athlete’s technical development and well-being. It is suggested to incorporate those aspects to training programs for coaches.

scholarly journals Effects of an Interpersonal Style Intervention for Coaches on Young Soccer Players’ Motivational Processes

2017 ◽  
Vol 59 (1) ◽  
pp. 107-120 ◽  
Author(s):  
Juan J. Pulido ◽  
David Sánchez-Oliva ◽  
Francisco M. Leo ◽  
Sergio Matos ◽  
Tomás García-Calvo
Keyword(s):  
Training Programme ◽  
Psychological Needs ◽  
Need Satisfaction ◽  
Basic Psychological Needs ◽  
Soccer Players ◽  
Control Group ◽  
Intervention Programme ◽  
Post Intervention ◽  
Sport Commitment ◽  
Experimental Group

AbstractThe main goal of the study was to assess the effects of an intervention programme developed with soccer coaches, based on promoting strategies to optimise the satisfaction of the basic psychological needs of athletes. Eight soccer coaches, aged between 19 and 50 years (M = 32.5; SD = 14.34), participated in the study. They were selected intentionally (without academic or federative training) and divided equally into a control and an experimental group by random peer selection. Also, 109 soccer players, aged between 11 and 15 years (M = 13.78; SD = 1.38), divided into a control group (CG; n = 56) and an experimental group (EG; n = 53), participated in the experiment. The training programme (12 hours) was aimed to develop methodological and motivational strategies to promote autonomy, competence and relatedness need satisfaction among the players. The results showed that the participants in the EG decreased competence and relatedness control, while significantly increased (post-intervention) competence and relatedness needs satisfaction. Moreover, values for the EG did not decrease for autonomy, competence frustration and amotivation, while they increased for the sport commitment. Also, intrinsic motivation decreased in both groups (greater decrease in the CG). In conclusion, we can affirm the effectiveness of the training programme to create an environment of “bright side” motivation, and reduce thwarting styles, needs frustration and low self-determination levels.

scholarly journals Effects of an Autonomy Support Intervention on the Involvement of Higher Education Students

2021 ◽  
Vol 13 (9) ◽  
pp. 5006
Author(s):  
José Eduardo Lozano-Jiménez ◽  
Elisa Huéscar ◽  
Juan Antonio Moreno-Murcia
Keyword(s):  
Higher Education ◽  
Student Involvement ◽  
Autonomy Support ◽  
Academic Motivation ◽  
Intervention Program ◽  
Intervention Group ◽  
Psychological Needs ◽  
Basic Psychological Needs ◽  
Control Group ◽  
Interpersonal Style

Intervention studies based on Self-Determination Theory (SDT) in educational contexts prove the importance of the teacher’s motivating interpersonal style, promoting positive results in students’ motivation. However, college practices and processes have new challenges. This study examines the repercussions of an intervention program with autonomy support on students’ involvement. The sample was randomly divided into two groups, an intervention group composed of 12 teachers, aged between 25 and 56 years (M = 35.38; SD = 7.71) and 113 students, aged between 18 and 28 years (M = 20.53; SD = 2.42); and a control group consisting of 12 teachers, aged between 25 and 44 years (M = 35.11; SD = 5.79), 107 students, aged between 18 and 39 years (M = 21; SD = 3.68). Quantitative and qualitative data were collected on the motivating interpersonal style, satisfaction of basic psychological needs, academic motivation and student involvement. The results demonstrate in general the effectiveness of the intervention on the perception of autonomy support to improve student involvement; this relationship is mediated by the improvement of psychological needs and academic motivation. The results are discussed around the recommendation of motivational strategies that the higher education teacher should implement to promote students’ involvement.

scholarly journals Empowering and Disempowering Motivational Climates, Mediating Psychological Processes, and Future Intentions of Sport Participation

2022 ◽  
Vol 19 (2) ◽  
pp. 896
Author(s):  
Nallely Castillo-Jiménez ◽  
Jeanette M. López-Walle ◽  
Inés Tomás ◽  
José Tristán ◽  
Joan L. Duda ◽  
...  
Keyword(s):  
Latent Variables ◽  
Sport Participation ◽  
Sports Participation ◽  
Psychological Needs ◽  
Motivational Climate ◽  
Need Satisfaction ◽  
Basic Psychological Needs ◽  
Soccer Players ◽  
Intention To Continue ◽  
The Relationship

Based on the conceptual model of multidimensional and hierarchical motivational climate the objective of this study was to test two models. One model (M1) of total mediation, testing the mediating mechanisms that explain why the motivational climate affects intention of continuity or dropout. Specifically, we test the mediating role of satisfaction/frustration of basic psychological needs and self-determined motivation, in the relationship between the players’ perception of the empowering and disempowering climate created by the coach, and the intention of young soccer players to continue/dropout the sport practice. The second model (M2) of partial mediation, contributes to knowing the mechanisms that link the antecedent variables included in the model (perceived empowering and disempowering motivational climate) and the outcomes (intention of continuity or dropout in sport). A total of 381 young male soccer players between 12 and 14 years of age (M = 12.41, SD = 0.89), completed a questionnaire package tapping into the variables of interest: players’ perception of the motivational climate created by the coach (empowering and disempowering), satisfaction/thwarting of basic psychological needs, self-determined motivation and the intention to continue/dropout sports participation. The hypothesized model was tested using a structural equation model technique with latent variables. The results of the partial mediation model were satisfactory (χ2= 120.92; df = 68; RMSEA = 0.045; CFI = 0.968; TLI = 0.957) and showed that need satisfaction and self-determined motivation partially mediated the relationship between the perception of the empowering climate and the intention to continue. Moreover, need satisfaction showed a positive and significant relationship with the intention to continue sports participation. Additionally, need thwarting and self-determined motivation totally mediated the relationship between the perception of the disempowering climate and the intention to dropout. Furthermore, needs thwarting was positively and significantly related to the intention to dropout of sports participation. Findings point to the importance of fostering empowering climates and preventing the creation of disempowering climates in the grassroots football.

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