Predicting Sport Experience During Training: The Role of Change-Oriented Feedback in Athletes’ Motivation, Self-Confidence and Needs Satisfaction Fluctuations

2016 ◽  
Vol 38 (1) ◽  
pp. 45-58 ◽  
Author(s):  
Joëlle Carpentier ◽  
Geneviève A. Mageau
Keyword(s):  
Training Session ◽  
Autonomous Motivation ◽  
Psychological Needs ◽  
Multilevel Analyses ◽  
Specific Training ◽  
Training Experience ◽  
Self Confidence ◽  
Needs Satisfaction ◽  
The Impact

Change-oriented feedback (COF) quality is predictive of between-athletes differences in their sport experience (Carpentier & Mageau, 2013). This study extends these findings by investigating how training-to-training variations in COF quality influence athletes’ training experience (within-athlete differences) while controlling for the impact of promotion-oriented feedback (POF). In total, 49 athletes completed a diary after 15 consecutive training sessions to assess COF and POF received during training, as well as situational outcomes. Multivariate multilevel analyses showed that, when controlling for covariates, COF quality during a specific training session is positively linked to athletes’ autonomous motivation, self-confidence and satisfaction of their psychological needs for autonomy and relatedness during the same session. In contrast, COF quantity is negatively linked to athletes’ need for competence. POF quality is a significant positive predictor of athletes’ self-confidence and needs for autonomy and competence. Contributions to the feedback and SDT literature, and for coaches’ training, are discussed.

scholarly journals Collaborative testing in physical examination skills training and the autonomous motivation of students: a qualitative study

2021 ◽  
Vol 21 (1) ◽  
Author(s):  
Jiska A. Patiwael ◽  
Anje H. Douma ◽  
Natalia Bezakova ◽  
Rashmi A. Kusurkar ◽  
Hester E. M. Daelmans
Keyword(s):  
Medical Students ◽  
Physical Examination ◽  
Training Session ◽  
Autonomous Motivation ◽  
Skills Training ◽  
Psychological Needs ◽  
Active Participation ◽  
Basic Psychological Needs ◽  
Collaborative Testing ◽  
Traditional Format

Abstract Background Teaching methods that stimulate the active learning of students make a positive impact on several aspects of learning in higher education. Collaborative testing blended with teaching is one such method. At our medical school, a training session was designed using a collaborative testing format to engage medical students actively in the theoretical phase of a physical examination training, and this session was evaluated positively by our students. Therefore, we extended the use of the format and converted more of the training into collaborative testing sessions. The literature on collaborative testing and the theoretical framework underlying its motivational mechanisms is scarce; however, students have reported greater motivation. The aim of the current study was to investigate student perceptions of a collaborative testing format versus a traditional teaching format and their effects on student motivation. Methods Year four medical students attended seven physical examination training sessions, of which three followed a collaborative testing format and four a traditional format. The students were asked to evaluate both formats through questionnaires comprised of two items that were answered on a five-point Likert scale and five open-ended essay questions. Content analysis was conducted on the qualitative data. The themes from this analysis were finalized through the consensus of the full research team. Results The quantitative data showed that 59 students (55%) preferred collaborative testing (agreed or strongly agreed), 40 students (37%) were neutral, and 8 students (8%) did not prefer collaborative testing (disagreed or strongly disagreed). The themes found for the collaborative testing format were: ‘interaction’, ‘thinking for themselves’, and ‘active participation’. ‘Interaction’ and ‘thinking for themselves’ were mainly evaluated positively by the students. The most frequently mentioned theme for the traditional format was: ‘the teacher explaining’. Students evaluated this theme both positively and negatively. Conclusions The most frequently mentioned themes for the collaborative testing format, namely ‘interaction’, ‘thinking for themselves’, and ‘active participation’, fit within the framework of self-determination theory (SDT). Therefore, the collaborative testing format may support the fulfilment of the three basic psychological needs indicated in SDT: autonomy, competence, and relatedness. Thus, our findings provide initial support for the idea that the use of collaborative testing in medical education can foster the autonomous motivation of students.

Exploring the lived experience of endoscopy trainees and their perceptions of nurse endoscopists as trainers

2021 ◽  
Vol 19 (Sup8) ◽  
pp. S14-S21
Author(s):  
Leigh Donnelly ◽  
Alison Steven
Keyword(s):  
Lived Experience ◽  
Emotional Impact ◽  
Training Experience ◽  
Endoscopy Training ◽  
Constructive Feedback ◽  
Self Confidence ◽  
Therapeutic Procedures ◽  
Emerging Themes ◽  
Increasing Demand

Background UK endoscopy services face considerable workforce pressures from an increasing demand for procedures. To meet this need, health services have introduced the role of nurse endoscopist (also known as clinical, non-medical or non-physician endoscopist). These roles have grown and developed to include performing many complex diagnostic and therapeutic procedures, as well as the provision of endoscopy training. Aims This study examines the lived experiences of (nurse and medical) endoscopy trainees, especially regarding being trained by nurse endoscopists. Methods The study employed interpretive phenomenological analysis (IPA). Data were collected through semi-structured in-depth interviews of 10 participants, who were selected from a sample of trainees attending a basic colonoscopy skills course. Interviews were preceded by observations to gain contextual insights into the training experience. The data were analysed in stages through a process of reading and re-reading the transcripts, making initial descriptive observations and then annotating with discursive, linguistic and conceptual comments. Findings Four emerging themes were identified. A lack self-confidence was a barrier to progression, compounded by the emotional impact of making mistakes without comprehensible constructive feedback. Attitudes of trainers and other endoscopy staff, as well as their relationships with trainees, had an impact on self-confidence and educational experience. Pressure on endoscopy units to perform procedures led to a tendency to treat training like a burden, although training was seen as an important investment. Trainees sought to differentiate nurse endoscopist and medical endoscopist roles and justify their skills and value, with comparisons between different nurse and medical trainers. Conclusion The emerging themes illustrate the requirement for a collegiate approach to endoscopy training.

Prosocial tendencies and subjective well-being: The mediating role of basic psychological needs satisfaction

2021 ◽  
Vol 49 (5) ◽  
pp. 1-10
Author(s):  
Linlin Feng ◽  
Lelin Zhang
Keyword(s):  
Well Being ◽  
Psychological Needs ◽  
Basic Psychological Needs ◽  
Three Dimensions ◽  
Subjective Well Being ◽  
Mediating Role ◽  
Needs Satisfaction ◽  
Prosocial Tendencies ◽  
Basic Psychological Needs Satisfaction

We linked self-determination theory and prosociality, and explored the mediating role of three dimensions of basic psychological needs satisfaction, namely, competence, autonomy, and relatedness, in the relationship between prosocial tendencies and subjective well-being. We explored these relationships using a cross-sectional research design with 1,106 Chinese adults. Results show that the public prosocial tendencies of men (vs. women) were higher, and competence, autonomy, and relatedness mediated the positive relationship between prosocial tendencies and subjective well-being. The indirect effect of relatedness was stronger than those of competence and autonomy, demonstrating the importance of relatedness in a collectivistic society like China. Our findings deepen understanding of the underlying mechanisms between prosociality and subjective well-being as mediated by basic psychological needs satisfaction, and may encourage people to engage in prosocial behavior.

scholarly journals National dementia supporter programme in Japan

Dementia ◽  
2020 ◽  
pp. 147130122096757
Author(s):  
Yoko Aihara ◽  
Kiyoshi Maeda
Keyword(s):  
Family Caregivers ◽  
Training Session ◽  
Future Studies ◽  
People With Dementia ◽  
The Impact

Due to the growing number of people with dementia worldwide, the role of dementia supporters is becoming increasingly important. In 2005, a national campaign called the Dementia Supporter Caravan was launched in Japan. However, the impact these trainings have on facilitating the work of dementia supporters is not quite understood. This study aimed to assess the challenges faced by dementia supporters in conducting activities for people with dementia. Our results showed that even after a period of six months since the training session, only half of the supporters had commenced new support activities. Future studies should examine the impact activities conducted by dementia supporters have on people with dementia and their family caregivers.

scholarly journals The Influence of Academic Autonomous Motivation on Learning Engagement and Life Satisfaction in Adolescents: The Mediating Role of Basic Psychological Needs Satisfaction

2018 ◽  
Vol 7 (4) ◽  
pp. 254 ◽  
Author(s):  
Yuan Guo
Keyword(s):  
Life Satisfaction ◽  
Autonomous Motivation ◽  
Psychological Needs ◽  
Basic Psychological Needs ◽  
Satisfaction With Life Scale ◽  
Learning Engagement ◽  
Mediating Role ◽  
Needs Satisfaction ◽  
Basic Psychological Needs Satisfaction ◽  
Predictive Effect

A total of 418 adolescents completed the Revised Academic Self-Regulation Questionnaire, the Utrecht Work Engagement Scale-Student, the Basic Needs Satisfaction Scale, and the Satisfaction with Life Scale. Based on self-determination theory, this study examines the relationship between academic autonomous motivation, basic psychological needs satisfaction, learning engagement, and life satisfaction. Results indicate that adolescents' academic autonomous motivation has a significant predictive effect on life satisfaction and learning engagement and that the satisfaction of basic psychological needs plays a mediating role on this predictive effect.

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