Moderated and Mediated Effects of Coach Autonomy Support, Coach Involvement, and Psychological Need Satisfaction on Motivation in Youth Soccer

2015 ◽  
Vol 29 (1) ◽  
pp. 51-61 ◽  
Author(s):  
Amanda J. Reynolds ◽  
Meghan H. McDonough
Keyword(s):  
Direct Effect ◽  
Autonomy Support ◽  
Need Satisfaction ◽  
Soccer Players ◽  
Youth Soccer ◽  
Psychological Need ◽  
External Regulation ◽  
Mediated Effects ◽  
Positive Effect ◽  
Identified Regulation

We examined whether coach involvement moderated the predictive effect of coach autonomy support on motivation both directly and indirectly via need satisfaction. 142 soccer players (106 female; 12-15 years) completed measures of coach autonomy support and involvement, need satisfaction, and motivation. For intrinsic motivation and identified regulation, need satisfaction mediated the effect of autonomy support, but there was also a moderated direct effect whereby autonomy support had a positive effect only when involvement was moderate to high. Autonomy support also positively predicted external regulation and negatively predicted amotivation via need satisfaction. Coach-athlete relationships that are both autonomy supportive and involved are associated with more adaptive forms of motivation, and findings suggest that lack of autonomy support may undermine need satisfaction and motivation.

scholarly journals The effect of peers’ autonomy-supportive behaviour on adolescents’ psychological need satisfaction, intrinsic motivation and objectively measured physical activity

2019 ◽  
Vol 24 ◽  
pp. 27-41 ◽  
Author(s):  
Henri Tilga ◽  
Hanna Kalajas-Tilga ◽  
Vello Hein ◽  
Lennart Raudsepp ◽  
Andre Koka
Keyword(s):  
Physical Activity ◽  
Intrinsic Motivation ◽  
Autonomy Support ◽  
Psychological Needs ◽  
Need Satisfaction ◽  
Psychological Need ◽  
Needs Satisfaction ◽  
Objectively Measured ◽  
Positive Effect ◽  
Psychological Need Satisfaction

Based on self-determination theory, adolescents’ leisure-time (LT) physical activity (PA) behaviour may depend on the extent by which they perceive an environment as autonomy-supportive. The present study aimed to investigate whether adolescents’ perception of autonomy-supportive behaviour from their peers is related to adolescents’ objectively measured LT moderate-to-vigorous physical activity (MVPA) through perceived psychological needs satisfaction and intrinsic motivation towards PA. School students (n=215) aged between 12 to 15 years old (age: 13.20±0.96 yrs) completed self-reported measures of perceived peers’ autonomy support, psychological needs satisfaction, and intrinsic motivation in the context of LT PA. In addition, study participants wore an accelerometer (Acti-Graph GT3X) to monitor their MVPA. Results of the structural equation modelling revealed that perceived autonomy support from peers had a significant and positive effect on perceptions of all three psychological need satisfaction in LT, which, in turn, had a significant and positive effect on adolescents’ intrinsic motivation. Adolescents’ LT PA was significantly predicted by their intrinsic motivation towards PA. Only one pathway through autonomy need satisfaction was revealed by which adolescents’ perception of their peers’ autonomy-supportive behaviour is related to intrinsic motivation and MVPA. The findings of the current study highlight the role of peers’ autonomy-supportive behaviour on adolescents objectively measured PA through motivational processes in the context of LT.

scholarly journals A Conditional Process Model of Children’s Behavioral Engagement and Behavioral Disaffection in Sport Based on Self-Determination Theory

2013 ◽  
Vol 35 (1) ◽  
pp. 30-43 ◽  
Author(s):  
Thomas Curran ◽  
Andrew P. Hill ◽  
Christopher P. Niemiec
Keyword(s):  
Autonomy Support ◽  
Process Model ◽  
Self Determination Theory ◽  
Need Satisfaction ◽  
Self Determination ◽  
Behavioral Engagement ◽  
Youth Soccer ◽  
Psychological Need ◽  
Basic Psychological Need Satisfaction ◽  
Potential Benefits

The potential benefits of children’s engagement in sport for their psychological, social, and physical health are well established. Yet children may also experience psychological and social impairments due, in part, to a variety of detrimental coach behaviors. In the current study, we proposed and tested a conditional process model of children’s self-reported behavioral engagement and behavioral disaffection in sport based on self-determination theory. Results from a sample of 245 youth soccer players suggested that structure from coaches related positively to behavioral engagement and negatively to behavioral disaffection, and that these relations were mediated by athletes’ basic psychological need satisfaction. Importantly, and in line with our hypotheses, these indirect effects were moderated by autonomy support from coaches, such that the mediation was evident only among those who reported higher levels of autonomy support. These findings underscore the importance of coaches’ providing guidance, expectations, and feedback (i.e., structure) in a way that respects athletes’ volition (i.e., autonomy support).

scholarly journals Coach Autonomy Support and Quality of Sport Engagement in Young Soccer Players

2009 ◽  
Vol 12 (1) ◽  
pp. 138-148 ◽  
Author(s):  
María Sol Álvarez ◽  
Isabel Balaguer ◽  
Isabel Castillo ◽  
Joan L. Duda
Keyword(s):  
Autonomy Support ◽  
Young Male ◽  
Need Satisfaction ◽  
Soccer Players ◽  
Psychological Need ◽  
Supportive Behaviors ◽  
Proposed Model ◽  
Perceived Autonomy Support ◽  
Psychological Need Satisfaction

Based on the self-determination theory (Ryan & Deci, 2000), this study tested a model of the assumed sequential relationships between perceived autonomy support, psychological need satisfaction, self-determined motivation, and enjoyment/boredom. The hypothesized mediational roles of psychological need satisfaction and self-determined motivation were also studied. In a sample of 370 young male soccer players, path analysis results offered support for the proposed model. Total mediation was supported in the case of the psychological need satisfaction in the relationship between autonomy support and self-determined motivation, and partial mediation for self-determined motivation in the links between psychological need satisfaction and enjoyment (positive) and boredom (negative). Implications of autonomy-supportive behaviors provided by coaches for the quality of sport involvement among young athletes are discussed.

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.

scholarly journals Cultural Differences in the Relationships Among Autonomy Support, Psychological Need Satisfaction, Subjective Vitality, and Effort in British and Chinese Physical Education

2010 ◽  
Vol 32 (5) ◽  
pp. 655-673 ◽  
Author(s):  
Ian M. Taylor ◽  
Chris Lonsdale
Keyword(s):  
Physical Education ◽  
Cultural Differences ◽  
Autonomy Support ◽  
Psychological Needs ◽  
Need Satisfaction ◽  
Subjective Vitality ◽  
Chinese Sample ◽  
Psychological Need ◽  
The Relationship ◽  
Psychological Need Satisfaction

Using basic psychological needs theory (BPNT; Ryan & Deci, 2000) as our guiding framework, we explored cultural differences in the relationships among physical education students’ perceptions of teacher autonomy support, psychological need satisfaction, subjective vitality and effort in class. Seven hundred and fifteen students (age range from 13 to 15 years) from the U.K. and Hong Kong, China, completed a multisection inventory during a timetabled physical education class. Multilevel analyses revealed that the relationships among autonomy support, subjective vitality and effort were mediated by students’ perceptions of psychological need satisfaction. The relationship between autonomy support and perceptions of competence was stronger in the Chinese sample, compared with the U.K. sample. In addition, the relationship between perceptions of relatedness and effort was not significant in the Chinese students. The findings generally support the pan-cultural utility of BPNT and imply that a teacher-created autonomy supportive environment may promote positive student experiences in both cultures.

scholarly journals Antecedents of Perceived Coach Autonomy Supportive and Controlling Behaviors: Coach Psychological Need Satisfaction and Well-Being

2011 ◽  
Vol 33 (2) ◽  
pp. 255-272 ◽  
Author(s):  
Juliette Stebbings ◽  
Ian M. Taylor ◽  
Christopher M. Spray
Keyword(s):  
Autonomy Support ◽  
Structural Equation ◽  
Well Being ◽  
Need Satisfaction ◽  
Self Report ◽  
Equation Modeling ◽  
Psychological Well Being ◽  
Psychological Need ◽  
Controlling Behaviors ◽  
Psychological Need Satisfaction

Within the self-determination theory (Deci & Ryan, 2000) framework, research has considered the consequences of coaches’ autonomy supportive and controlling behaviors on various athlete outcomes (e.g., motivation and performance). The antecedents of such behaviors, however, have received little attention. Coaches (N = 443) from a variety of sports and competitive levels completed a self-report questionnaire to assess their psychological need satisfaction, well-being and perceived interpersonal behaviors toward their athletes. Structural equation modeling demonstrated that coaches’ competence and autonomy need satisfaction positively predicted their levels of psychological well-being, as indexed by positive affect and subjective vitality. In turn, coaches’ psychological well-being positively predicted their perceived autonomy support toward their athletes, and negatively predicted their perceived controlling behaviors. Overall, the results highlight the importance of coaching contexts that facilitate coaches’ psychological need satisfaction and well-being, thereby increasing the likelihood of adaptive coach interpersonal behavior toward athletes.

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