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

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.

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One-year Follow-up Data on the Face-to-face Autonomy-Supportive Intervention Program for Physical Education Teachers

10.31234/osf.io/qu8jm ◽

2021 ◽

Author(s):

Henri Tilga ◽

Hanna Kalajas-Tilga ◽

Vello Hein ◽

Lennart Raudsepp ◽

Andre Koka

Keyword(s):

Physical Education ◽

Intervention Program ◽

Psychological Needs ◽

Need Satisfaction ◽

Basic Psychological Needs ◽

Control Group ◽

One Year ◽

Experimental Group ◽

Supportive Intervention

In a recent manuscript published in International Journal of Sport Psychology, entitled “Effects of a brief one-day autonomy-supportive intervention on improving basic psychological needs, motivation, and behaviours of physical activity among middle-school students: A multidimensional approach”, we reported that a one-day eight-hour Autonomy-Supportive Intervention Program for Physical Education (ASIP-PE) was effective (Tilga et al., in press) in changing students’ perceptions of their physical education (PE) teachers’ cognitive and procedural autonomy support at a one-month follow-up, compared to control group students. After the intervention, a significant increase was also found in the experimental group students’ need satisfaction for autonomy and competence. Also, a significant decrease was found in experimental group students’ perceptions of their PE teachers’ intimidation and negative conditional regard, and in students’ need frustration for autonomy. This letter is to briefly convey additional data regarding the long-term benefits of ASIP-PE now that we have been able to conduct one-year follow-up analyses.

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The Effects of a Physical Education Intervention to Support the Satisfaction of Basic Psychological Needs on the Motivation and Intentions to Be Physically Active

Journal of Human Kinetics ◽

10.1515/hukin-2017-0143 ◽

2017 ◽

Vol 59 (1) ◽

pp. 5-15 ◽

Cited By ~ 10

Author(s):

Evelia Franco ◽

Javier Coterón

Keyword(s):

Experimental Study ◽

Physical Education ◽

Psychological Needs ◽

Basic Psychological Needs ◽

Control Group ◽

Education Students ◽

Intervention Programme ◽

Physically Active ◽

Quasi Experimental ◽

Experimental Group

AbstractThe aim of the study was to investigate the effects of an intervention to support the basic psychological needs on the satisfaction of these needs, intrinsic motivation, intention to be physically active and some enjoyment-related outcomes in Physical Education. The present study incorporated strategies presented by Standage and Ryan (2012) in a previous study. A quasi-experimental study was conducted with two groups (nexperimental = 30; ncontrol = 23) of 2nd year Secondary Education students aged between 13 and 15 (M = 13.35, SD = .62) by delivering 24 physical education classes. The teacher in the experimental group underwent prior and continual training. The results revealed that the students from the experimental group showed a significant increase in the perception of autonomy and competence. Furthermore, the experimental group showed a greater perception than the control group in the enjoyment related to learning and contents. These results provide information about the efficacy of an intervention programme based on the strategies presented by Standage and Ryan (2012) to foster satisfaction of basic psychological needs and facilitate support for basic psychological needs to promote the development of positive learning-related outcomes.

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How TGfU Influence on Students’ Motivational Outcomes in Physical Education? A Study in Elementary School Context

International Journal of Environmental Research and Public Health ◽

10.3390/ijerph18105407 ◽

2021 ◽

Vol 18 (10) ◽

pp. 5407

Author(s):

Vicente Gaspar ◽

Alexander Gil-Arias ◽

Fernando Del Villar ◽

Alba Práxedes ◽

Alberto Moreno

Keyword(s):

Physical Education ◽

Healthy Lifestyle ◽

School Context ◽

Psychological Needs ◽

Basic Psychological Needs ◽

Control Group ◽

Physically Active ◽

Quasi Experimental ◽

Experimental Group ◽

Small Side

The purpose of this study was to implement a comprehensive teaching program based on the principles of Teaching Games for Understanding (TGfU) model and questioning, and to assess its consequences for students’ satisfaction of basic psychological needs, motivation, perceptions of ability and intention to be physically active during Physical Education lessons in primary education. A quasi-experimental design was utilized. Participants were 111 students from two different groups of fifth and sixth graders, all enrolled in one primary school. Participants were divided into experimental and control group. Experimental group experienced a TGfU unit, according to small side games and the questioning. Control group experienced a small side games unit, without questioning. Within-group results showed that experimental group students reported significantly higher mean scores in all dependents variables of the study, in both genders. Results showed that control group only reported significantly higher mean scores in intention to be physically active variable, also in both genders. The results demonstrate the need to implement didactic units under comprehensive pedagogical approaches to improve motivation and the intention to develop healthy lifestyle habits in female and male students. More researches are needed to support this evidence.

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

International Journal of Environmental Research and Public Health ◽

10.3390/ijerph18168699 ◽

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.

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Implementation of a Model-Based Programme to Promote Personal and Social Responsibility and Its Effects on Motivation, Prosocial Behaviours, Violence and Classroom Climate in Primary and Secondary Education

International Journal of Environmental Research and Public Health ◽

10.3390/ijerph16214259 ◽

2019 ◽

Vol 16 (21) ◽

pp. 4259 ◽

Cited By ~ 8

Author(s):

David Manzano-Sánchez ◽

Alfonso Valero-Valenzuela

Keyword(s):

Social Responsibility ◽

Classroom Climate ◽

Psychological Needs ◽

Need Satisfaction ◽

Basic Psychological Needs ◽

Teaching Methodology ◽

Mixed Method Research ◽

Personal And Social Responsibility ◽

Prosocial Behaviours ◽

Experimental Group

The present study aimed to apply a programme based on Hellison’s Teaching Personal and Social Responsibility model (TPSR), traditionally used in Physical Education, to other school subjects and analyse aspects related to motivation and satisfaction of basic psychological needs among other variables. The programme was applied for 7 months during one academic year, all students receiving at least 60% of the lessons through this teaching methodology. A mixed method research methodology and quasiexperimental design was implemented in three schools (two primary, one secondary), with a total of 29 teachers and 272 students (45 control, 227 experimental group) involved. The students completed a questionnaire before and after the study and the teachers underwent semi-structured interviews at the end of the intervention. The results indicated improvements for the experimental group in personal and social responsibility, the psychological mediator index, the self-determination index, prosocial behaviours and teacher climate, as well as a reduction in amotivation and antisocial behaviours. The results were similar for primary and secondary school. The interviews yielded positive opinions and showed suitability of the method to be applied in the rest of subjects. It is concluded that TPSR can be an appropriate methodology to be implemented in the different curriculum subjects to improve basic psychological need satisfaction, motivation, prosocial behaviours and classroom climate.

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Applying the Personal and Social Responsibility Model-Based Program: Differences According to Gender between Basic Psychological Needs, Motivation, Life Satisfaction and Intention to be Physically Active

International Journal of Environmental Research and Public Health ◽

10.3390/ijerph16132326 ◽

2019 ◽

Vol 16 (13) ◽

pp. 2326 ◽

Cited By ~ 6

Author(s):

Manzano-Sánchez ◽

Valero-Valenzuela ◽

Conde-Sánchez ◽

Chen

Keyword(s):

Physical Education ◽

Social Responsibility ◽

Personal Responsibility ◽

Psychological Needs ◽

Basic Psychological Needs ◽

Control Group ◽

Physically Active ◽

Personal And Social Responsibility ◽

The Impact ◽

Experimental Group

The objective of the study was to evaluate the impact of a program based on the Teaching Personal and Social Responsibility (TPSR) on the variables of responsibility, basic psychology needs, motivation, satisfaction with life and the intention to be physically active, as well as the differences of gender. The participants were 85 students (experimental group n = 35, 17 girls and control group n = 50, 28 girls). The students of the experimental group received the TPSR for 8 months within the physical education subject. The findings indicated an improvement in the experimental group in terms of personal responsibility and in the case of female students, in basic psychological needs and intrinsic motivation. In conclusion, the TPSR program can be integrated into the physical education curriculum in order to improve the personal responsibility of students and fulfill their motivation and satisfaction of basic psychological needs.

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Improving students’ predisposition towards physical education by optimizing their motivational processes in an acrosport unit

European Physical Education Review ◽

10.1177/1356336x16654390 ◽

2016 ◽

Vol 23 (4) ◽

pp. 444-460 ◽

Cited By ~ 9

Author(s):

Ángel Abós ◽

Javier Sevil ◽

José Antonio Julián ◽

Alberto Abarca-Sos ◽

Luis García-González

Keyword(s):

Physical Education ◽

Psychological Needs ◽

Motivational Climate ◽

Basic Psychological Needs ◽

Goal Theory ◽

Intervention Programme ◽

Final Sample ◽

Quasi Experimental ◽

Task Oriented ◽

Experimental Group

Grounded in self-determination theory and achievement goal theory, this quasi-experimental study evaluated the effectiveness of a teaching intervention programme to improve predisposition towards physical education based on developing a task-oriented motivational climate and supporting basic psychological needs. The final sample consisted of 35 secondary education students, aged 15–17 ( M age = 15.35, SD = 0.49), divided into two groups: control ( n = 15) and experimental ( n = 20). The intervention programme was applied in the experimental group to 12 acrosport unit lessons based on motivational strategies by means of TARGET areas (i.e. Task, authority, recognition, grouping, evaluation and time). Firstly, the experimental group obtained significantly higher values in perceived support of the basic psychological needs and in the perceived task-oriented motivational climate in the acrosport unit. Secondly, this intervention was effective in generating a significant increase in predisposition towards physical education in the experimental group. Noteworthy is the need to generate interventions in different content areas that may improve students’ predisposition towards physical education, which could contribute to them adopting a more active lifestyle.

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Estilos de enseñanza participativos en las clases de Educación Física y su influencia sobre diferentes aspectos psicológicos | Participatory teaching styles in Physical Education classes and their influence on different psychological aspects

ESPIRAL CUADERNOS DEL PROFESORADO ◽

10.25115/ecp.v12i25.2286 ◽

2019 ◽

Vol 12 (25) ◽

pp. 30 ◽

Cited By ~ 2

Author(s):

Iván Lebrero Casanova ◽

Bartolomé J. Almagro ◽

Pedro Sáenz-López

Keyword(s):

Physical Education ◽

Autonomy Support ◽

Teaching Styles ◽

Self Esteem ◽

Psychological Needs ◽

Basic Psychological Needs ◽

Psychological Aspects ◽

Control Group ◽

Quasi Experimental ◽

Experimental Group

El objetivo del estudio consistió en analizar diferentes aspectos psicológicos (soporte autonomía, necesidades psicológicas básicas, autoestima y motivación) tras una intervención basada en diferentes estilos de enseñanza (impartición de las sesiones por parte del docente y de los alumnos mediante estilos de enseñanza participativos y trabajo cooperativo). Se llevó a cabo un diseño de investigación cuasi-experimental pre-post con un grupo control y otro experimental. En el grupo control se mantuvo la dinámica habitual de clase (con el docente de Educación Física) y en el experimental era el alumnado (quién con la supervisión del profesor) quien impartía las clases. Los resultados mostraron que en el grupo experimental se produjo un descenso del soporte autonomía del docente y una mejora en la relación con los demás, en la autoestima y en la regulación externa (que disminuyó). La mayor implicación del alumnado en su proceso enseñanza-aprendizaje hizo mejorar los diferentes aspectos psicológicos estudiados.AbstractThe main objective of this study was to analyze different psychological aspects (autonomy support, basic psychological needs, motivation and self-esteem) after an intervention process based on several teaching styles (lesson implementation by the teacher and the students with means of participatory teaching styles and cooperative work). A pre-post quasi-experimental research design was carried out with a control group and an experimental group. With the control group, the usual classroom dynamics (with the Physical Education teacher) were maintained, and with the experimental group the students (with the supervision of the teacher) taught the lessons. Results showed that the experimental group experienced a decline in autonomy support of the teacher and an improvement in the sense of relatedness, self-esteem, and external regulation (which declined). The greater involvement of the students in their teaching-learning process improved the different psychological aspects studied.

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A-Judo: An Innovative Intervention Programme to Prevent Bullying Based on Self-Determination Theory—A Pilot Study

Sustainability ◽

10.3390/su13052727 ◽

2021 ◽

Vol 13 (5) ◽

pp. 2727

Author(s):

Carlos Montero-Carretero ◽

Alba Roldan ◽

Thomas Zandonai ◽

Eduardo Cervelló

Keyword(s):

Moral Identity ◽

Teaching Style ◽

Psychological Needs ◽

Basic Psychological Needs ◽

The Body ◽

Self Determination ◽

Physical Education Teachers ◽

Control Group ◽

Intervention Programme ◽

Research Findings

This study aimed to evaluate the effectiveness of an intervention entitled A-Judo Programme for the reduction in bullying and improvement of prosocial behaviour at school, based on the theory of self-determination (SDT). Physical education teachers (PETs) received 20 h of specific training, implementing the programme thereafter in their classes in a total of 10 sessions of 50 min each (two sessions per week over 5 weeks). Variables such as teacher’s teaching style, basic psychological needs (BPNs), self-determined motivation, tolerance and respect, moral identity, harassment and victimisation were studied. Seventy-nine students (11.13 ± 0.52 y) of both sexes (40 girls and 39 boys) participated in the study and were divided into an intervention and a control group (which received no training). The results showed significant changes with moderate to high effect sizes in BPN, motivation, tolerance–respect, moral identity and bullying. These research findings improve the body of knowledge of the applications offered by SDT and its usefulness for improving anti-bullying programmes through PET training.

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The Cognitive and Motivation Intervention Program in Youth Female Volleyball Players

Journal of Human Kinetics ◽

10.1515/hukin-2017-0147 ◽

2017 ◽

Vol 59 (1) ◽

pp. 55-65 ◽

Cited By ~ 3

Author(s):

Fernando Claver ◽

Ruth Jiménez ◽

Alexander Gil-Arias ◽

Alberto Moreno ◽

M. Perla Moreno

Keyword(s):

Intervention Program ◽

Procedural Knowledge ◽

Autonomous Motivation ◽

Need Satisfaction ◽

Control Group ◽

Sport Commitment ◽

Psychological Need ◽

Volleyball Players ◽

Post Test ◽

Experimental Group

AbstractThis study, grounded in Self-Determination Theory (Deci and Ryan, 1985, 2002) was aimed to determine the influence of a cognitive-motivational intervention program, to improve the basic psychological need satisfaction of autonomy and competence, autonomous motivation, procedural knowledge, perceived performance and sport commitment, in youth volleyball players. Participants included 34 Under-19 female volleyball players. A quasi-experimental design was carried out with an experimental group (n = 16; M = 17.45; SD = .45) and a control group (n = 18; M = 16.64; SD = .70). The experimental group followed a multidimensional intervention program comprised of 24 sessions held over three months (two training sessions per week). It was based on two strategies: giving athletes the possibility of choice in specific training tasks (proposing training situations with several action alternatives) and questioning (cognitively involving players through tactical questions). A repeated-measures MANOVA 2 (group: experimental and control) x 2 (time: pre-test and post-test) was used to analyse the effect of Group x Time interaction. The results of the inter-group analysis showed significant differences in the post-test measurement between the experimental group and the control group (in favour of the experimental group) in the variables: basic psychological need satisfaction of autonomy and competence, autonomous motivation, procedural knowledge, perceived performance and sport commitment. Given the relevance of the cognitive-motivational processes, not only for performance but also for sport commitment, this intervention has important implications for sport coaching.

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