scholarly journals Diferencias entre el modelo técnico-tradicional y el modelo comprensivo en la motivación y compromiso de jóvenes deportistas: un estudio transversal (Differences between the technical-traditional model and the Teaching Games for Understanding model on mo

Retos ◽  
2021 ◽  
Vol 44 ◽  
pp. 421-432
Author(s):  
Sergio Diloy-Peña ◽  
Javier Sevil-Serrano ◽  
 Ángel Abós ◽  
María Sanz-Remacha ◽  
Luis García-González
Keyword(s):  
Autonomy Support ◽  
Cross Sectional Study ◽  
Need Satisfaction ◽  
Traditional Model ◽  
Cross Sectional ◽  
Sport Commitment ◽  
Teaching Games For Understanding ◽  
Need Frustration ◽  
Motivational Process ◽  
Pedagogical Models

  La implementación por parte del entrenador de modelos pedagógicos centrados en la comprensión se ha asociado a una mejora del proceso motivacional de los deportistas. Sin embargo, existe un limitado número de estudios que hayan comparado diferentes modelos pedagógicos en variables motivacionales en deportistas en formación. Bajo el sustento de la teoría de la autodeterminación, el objetivo del estudio fue examinar, al final de la temporada deportiva, las diferencias percibidas por jugadores en formación de dos equipos diferentes acerca de las conductas de apoyo y de amenaza de las necesidades psicológicas básicas (NPB; autonomía, competencia y relaciones sociales) por parte del entrenador, la satisfacción y frustración de las NPB, la motivación, el compromiso deportivo y la diversión. Durante la temporada, un entrenador diseñó sus entrenamientos con un modelo técnico-tradicional, mientras que el otro basó su intervención en un modelo comprensivo, también conocido como teaching games for understanding (TGfU). Un total de 23 jugadores (M=16.42±0.50; 100% chicos) de fútbol sala en formación pertenecientes a dos equipos de categoría juvenil participaron en este estudio transversal. Los jugadores del equipo que entrenaban a través de un modelo comprensivo percibieron valores significativamente superiores en el apoyo de la autonomía por parte del entrenador, en la satisfacción de las NPB y en la motivación autodeterminada, e inferiores en la frustración de las NPB, en comparación con aquellos que entrenaban con un modelo técnico-tradicional. Teniendo en cuenta estos hallazgos, parece importante promover la formación específica de los entrenadores en el modelo de enseñanza comprensiva para favorecer los procesos motivacionales de los jóvenes jugadores. Abstract. The implementation by the coach of pedagogical models focused on the understanding has been associated with an improvement in the motivational process of athletes. However, there is a limited number of studies that have compared different pedagogical models on motivational outcomes in young athletes. Therefore, guided by self-determination theory, this study aimed to examine, at the end of the season, the differences perceived by youth players from two different teams about need-supportive and need-thwarting, need-satisfaction and need-frustration, motivation, sport commitment, and enjoyment. During the season, one coach designed his trainings with a technical-traditional model, while the other coach based his trainings on a comprehensive model, also known as teaching games for understanding (TGfU). A total of 23 youth futsal players (M= 16.42±0.50; 100% boys), belonging to two different U-18 teams, participated in this cross-sectional study. Players who received a TGfU model during the season perceived significantly higher values in coach autonomy support, need satisfaction, and self-determined motivation, and lower values in need frustration, compared to those who received a technical-traditional model. Considering these findings, it seems important to develop coach TGfU training to enhance the motivation of young players.

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 Role Stress and Work Engagement as Antecedents of Job Satisfaction: Results From Portugal

2014 ◽  
Vol 10 (2) ◽  
pp. 291-300 ◽  
Author(s):  
Daniel Moura ◽  
Alejandro Orgambídez-Ramos ◽  
Gabriela Gonçalves
Keyword(s):  
Job Satisfaction ◽  
Role Conflict ◽  
Work Engagement ◽  
Job Demands ◽  
Cross Sectional Study ◽  
Role Stress ◽  
Cross Sectional ◽  
Motivational Process ◽  
Practical Level

With more organizations looking for employees who take initiative and respond creatively to the challenges of the job, engagement becomes important at both individual and organizational levels. Engaged employees are generally more satisfied with their work, committed and effective at work. According to the JDR model (Schaufeli & Bakker, 2004), engagement may be produced by two types of working conditions: job demands (i.e., role stress) and job resources (i.e., self-efficacy). This study examines the role of role stress (role ambiguity and role conflict) and work engagement as antecedents of job satisfaction. A cross sectional study using online questionnaires was conducted. The sample consisted of 312 Portuguese workers. Hierarchical multiple regressions analyses have revealed that job satisfaction was significantly predicted by role conflict and work engagement. Results support JDR model by showing that positive outcomes, such as job satisfaction, may be predicted by motivational process and job demands. On a practical level, JDR model provides a framework for understanding motivating workplaces and engaged and satisfied employees.

scholarly journals Um modelo motivacional do envolvimento dos jovens nas aulas de educação física (Un modelo de motivación de la participación de los jóvenes en las clases de educación física) (A motivational model of youngsters’ engagement in physical education classes)

Retos ◽  
2016 ◽  
pp. 282-291
Author(s):  
Eliana V. Carraça
Keyword(s):  
Physical Education ◽  
Explanatory Power ◽  
Autonomous Motivation ◽  
Self Determination Theory ◽  
Cross Sectional Study ◽  
Need Satisfaction ◽  
Self Determination ◽  
Cross Sectional ◽  
Present Cross Sectional Study ◽  
Need Support

Investigações anteriores, desenvolvidas no contexto da educação física (EF), têm vindo a incorporar e testar vários pressupostos da teoria da autodeterminação (TAD). Porém, permanecem ainda várias lacunas nesta área (ex. impacto de um clima de suporte às necessidades psicológicas básicas no envolvimento das pessoas nas tarefas). Assim, este estudo transversal examinou um modelo motivacional baseado nos pressupostos da TAD e explorou a sua invariância entre géneros e ciclos de escolaridade. A amostra foi constituída por 1390 alunos Portugueses (52.5% raparigas; idade média, 15 anos) do 3º ciclo (12-14 anos) e ensino secundário (15-17 anos). Questionários validados internacionalmente foram utilizados para avaliar a perceção de uso de estratégias motivacionais, a satisfação de necessidades, motivações e envolvimento nas aulas de EF. As correlações bivariadas entre as estratégias percecionadas, necessidades básicas, motivações e as dimensões do envolvimento mostraram os padrões de associação esperados. As análises de mediação revelaram que os alunos que percepcionaram maior utilização de estratégias de suporte às necessidades básicas experienciaram níveis mais elevados de satisfação destas necessidades, o que, por sua vez, se associou a motivações mais autónomas e a níveis mais elevados de envolvimento nas aulas de EF. As estratégias percecionadas também se relacionaram positivamente com o envolvimento nas aulas via níveis mais baixos de amotivação para a EF (mas com menor poder explicativo). Na sua generalidade, as análises de invariância suportaram a universalidade da sequência motivacional proposta pela TAD. Este estudo dá suporte aos pressupostos da TAD e corrobora a sua aplicação no contexto da educação física, ampliando a evidência neste campo.Resumen. Las investigaciones basadas en los postulados la teoría de la autodeterminación (TAD) desarrolladas en el contexto de la educación física (EF) se han visto incrementadas. Sin embargo, aún quedan varias lagunas en la literatura (ej., impacto de un ambiente de aprendizaje de apoyo en el compromiso de los estudiantes). Como tal, este estudio transversal examinó un modelo de motivación basado en los principios de la teoría de la autodeterminación, y analizó la invarianza del modelo en función del género y del ciclo de estudios. Los participantes fueron 1390 estudiantes portugueses (52,5% mujeres: edad media = 15 años) del 3º ciclo de estudios (12-14 años) y de la enseñanza secundaria (15-17 años). Se utilizaron cuestionarios validados internacionalmente para evaluar la percepción de estrategias de motivación, las necesidades, motivaciones y el compromiso en las clases de EF. Las correlaciones bivariadas entre la percepción de estrategias de apoyo, la satisfacción de las necesidades, las motivaciones y dimensiones de compromiso confirmaron los patrones de asociación esperados. El análisis de mediación reveló que los estudiantes que perciben el uso de estrategias de apoyo mostraron mayor satisfacción de las necesidades, las cuales, a su vez se asociaron con más motivaciones autónomas y mayores niveles de implicación en las clases. La percepción de apoyo también se relacionó con la implicación en EF a través de los niveles bajos en la amotivación (aunque mostrando menor poder explicativo). Por último, la secuencia de motivación en general se mostró invariante en función del género y el ciclo de estudios. Este estudio apoya los presupuestos de la TAD y apoya su aplicación en el contexto de la educación física, ampliando la evidencia en este campo.Abstract. Prior research conducted in the context of school physical education (PE) has increasingly incorporated and tested several postulations of self-determination theory (SDT). Yet, there still remain several gaps in the SDT-related literature (e.g. impact of a need-supportive social context on one’s engagement in behaviors). As such, the present cross-sectional study examined a model of motivation based on the tenets of self-determination theory, and explored the invariance of the model across gender and education cycle. Participants were 1390 Portuguese students (52.5% female; mean age, 15 years-old) belonging to the 3rd (12-14 years-old) and secondary cycle of studies (15-17 years-old). Internationally validated questionnaires were used to measure need support, need satisfaction, motivation, and engagement in PE. Bivariate correlations between perceived strategies, needs’ satisfaction, motivations and engagement dimensions showed the expected patterns of association. Mediation analysis revealed that students who perceived the use of need-supporting strategies experienced greater levels of need satisfaction, which, in turn predicted autonomous motivation, which, in turn, linked to engagement in PE classes. Perceived strategies also related to PE engagement through reduced levels of amotivation (though showing lower explanatory power). Invariance analysis generally supported the universality of the SDT motivational sequence, across gender and cycle of studies. This study provides support for self-determination theory and corroborates the application of the framework to the context of school PE, extending research in this field.

scholarly journals A Person-Centered Analysis of Motivation for Physical Activity and Perceived Neighborhood Environment in Residents of Assisted Living Facilities

2018 ◽  
Vol 89 (3) ◽  
pp. 257-278 ◽  
Author(s):  
Saengryeol Park ◽  
Nikos Ntoumanis ◽  
Sally A. M. Fenton ◽  
Andreas Stenling ◽  
Jet J. C. S. Veldhuijzen van Zanten ◽  
...  
Keyword(s):  
Physical Activity ◽  
Assisted Living ◽  
Latent Profile Analysis ◽  
Profile Analysis ◽  
Cross Sectional Study ◽  
Need Satisfaction ◽  
Neighborhood Environment ◽  
Assisted Living Facilities ◽  
Cross Sectional ◽  
Perceived Neighborhood Environment

This study sought to identify profiles of individual, social, and perceived neighborhood environmental correlates of physical activity (PA) and to explore differences between the identified profiles in PA. Residents of assisted living facilities ( N = 87, M age = 77.57 years) were recruited for the cross-sectional study. Participants reported their perceived support from important others for PA, basic psychological need satisfaction and motivation for PA, and perceived neighborhood environment around the assisted living facilities. Engagement in light PA and moderate-to-vigorous PA was measured by accelerometers over 1 week. We identified three profiles using latent profile analysis: ‘low self-determined and minimally supported', ‘moderately self-determined and supported', and ‘highly self-determined and supported'. Results showed participants in the highly self-determined and supported profile engaged in higher levels of light PA and moderate-to-vigorous PA than participants from other profiles. Findings showed perceptions of the neighborhood environment should be taken into account with motivation regarding PA.

scholarly journals On the Link between Transformational Leadership and Employees’ Work Engagement: The Role of Psychological Empowerment

2019 ◽  
Vol 17 (2) ◽  
pp. 42-73
Author(s):  
Raluca Duțu ◽  
Andreea Butucescu
Keyword(s):  
Transformational Leadership ◽  
Leadership Style ◽  
Work Engagement ◽  
Psychological Empowerment ◽  
Cross Sectional Study ◽  
Cross Sectional ◽  
Motivational Process ◽  
Transformational Leadership Style ◽  
The Relationship

The results of previous studies have consistently supported the relationship between transformational leadership style and work engagement, yet the focus is now on the explanatory mechanisms. This study aims to investigate whether psychological empowerment could be a potential mediator of the relationship between the two constructs. Featuring new knowledge reported in the literature, a non-experimental, cross-sectional study based on a sampleof 174 participants from different industries was conducted. The results of the statistical analysis showed that transformational leadership style is a significant predictor of engagement.Moreover, psychological empowerment partly mediated the relationship between transformational leadership and employees’ work engagement. These findings reiterate both the importance and the efficiency of the transformational leader in relation to the positive outcomes of the subordinates.Also, it highlights a potential motivational process that underpins these results.

scholarly journals Context Matters: Teaching Styles and Basic Psychological Needs Predicting Flourishing and Perfectionism in University Music Students

2021 ◽  
Vol 12 ◽  
Author(s):  
Dora Herrera ◽  
Lennia Matos ◽  
Rafael Gargurevich ◽  
Benjamín Lira ◽  
Rafael Valenzuela
Keyword(s):  
Music Education ◽  
Autonomy Support ◽  
Teaching Style ◽  
Teaching Styles ◽  
Psychological Needs ◽  
Need Satisfaction ◽  
Basic Psychological Needs ◽  
Music Students ◽  
Need Frustration ◽  
High Standards

Professional musicians are expected to perform at a very high level of proficiency. Many times, this high standard is associated with perfectionism, which has been shown to prompt both adaptive and maladaptive motivational dynamics and outcomes among music students. The question about how perfectionism interplays with motivational dynamics in music students is still unanswered and research within this line is scarce, especially in Latin America. In the light of Self-Determination Theory (SDT), this cross-sectional study investigated the relationship between the perceptions of motivational context (teachers' motivating styles: autonomy supportive or controlling), basic psychological needs (satisfaction/frustration), perfectionism (adaptive/maladaptive), and flourishing in University music students from Lima, Peru (N = 149; mean age = 20.68, SD = 3.03; 71% men). We performed a path analysis testing a model in which motivational teaching styles predicted both, perfectionism and flourishing via need satisfaction and frustration. The model's fit indices were ideal [χ2 (7, N = 143) = 7.48, p = 0.300, CFI = 0.998, TLI = 0.992, RMSEA = 0.021, SRMR =0.040]. In this model, perceived autonomy supportive style predicted need satisfaction positively and need frustration negatively; perceived controlling teaching style did not predict need satisfaction nor frustration. In turn, need satisfaction positively predicted adaptive perfectionism (i.e., high standards) and flourishing; whereas, need frustration predicted maladaptive perfectionism (i.e., discrepancy). These results shed light on the relevance of perfectionism in the psychology of higher music education students. Lastly, we highlight the importance of autonomy support in fostering adaptive high standards and flourishing in music learning.

scholarly journals Need satisfaction and need frustration as distinct and potentially co-occurring constructs: Need profiles examined in physical education and sport

2019 ◽  
Vol 44 (1) ◽  
pp. 54-66 ◽  
Author(s):  
Victoria E. Warburton ◽  
John C. K. Wang ◽  
Kimberley J. Bartholomew ◽  
Rebecca L. Tuff ◽  
Krystal C. M. Bishop
Keyword(s):  
Physical Activity ◽  
Physical Education ◽  
Psychological Health ◽  
Leisure Time ◽  
Well Being ◽  
Need Satisfaction ◽  
Cross Sectional ◽  
Psychological Need ◽  
Need Frustration

Abstract We explored the combined relationships between need satisfaction and need frustration and their simultaneous associations with motivation, well-being, and ill-being. Data from two cross-sectional samples that represent different physical activity contexts, physical education (N = 274; Mage = 14.18 ± 1.42 years) and leisure-time sport (N = 160; Mage = 22.98 ± 8.79 years), are reported. The identification of distinctive subgroups (need profiles) which had unique associations with motivation, well-being, and ill-being provided evidence for the distinct, yet co-occurring nature of need satisfaction and need frustration and the asymmetrical relationship between need satisfaction and need frustration. Our results suggest that experiencing need satisfaction without need frustration was the most adaptive need profile. Experiences of need satisfaction partly countered the effects of need frustration on motivation, well-being, and ill-being. The current study enhances our understanding of people’s psychological need experiences, motivation, and psychological health though highlighting the importance of examining need satisfaction and need frustration in combination rather than isolation.

scholarly journals Provider Attitudes and Support of Patients’ Autonomy for Phosphate Binder Medication Adherence in ESRD

2019 ◽  
Vol 7 (5) ◽  
pp. 708-712
Author(s):  
Ebele M Umeukeje ◽  
Rabia Osman ◽  
Arie L Nettles ◽  
Kenneth A Wallston ◽  
Kerri L Cavanaugh
Keyword(s):  
Medication Adherence ◽  
Nurse Practitioners ◽  
Autonomy Support ◽  
Phosphate Binder ◽  
Cross Sectional Study ◽  
Provider Type ◽  
Provider Attitudes ◽  
Cross Sectional ◽  
Critical Gap ◽  
Potential Impact

This cross-sectional study of 56 dialysis providers from 3 dialysis clinics examined providers’ attitudes and perception of autonomy support for patients’ medication adherence behaviors. Respondents completed surveys assessing attitudes and perception of autonomy support. Compared to all other provider types, physicians and nurse practitioners (MD/NP) thought it was “less true” that phosphate binder medications are very important for dialysis patients (MD/NP vs others: 5.1 [1.4] vs 6.1 [1.1]; P = 0.02). More dialysis technicians (19%) offered the highest level of support. Attitudes and perception of autonomy support for medication adherence are suboptimal, vary by dialysis provider type, and are targets for quality improvement in dialysis care. This study addresses critical gap in existing knowledge about these two novel provider-based psychosocial factors and their potential impact on phosphate binder medication adherence.

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