The aim of this study wa s to assess the relationships among the motivational profile, the coach's interpersonal style and the intention to be physically active in young athletes. A sample of 254 athletes (mean age of 12.81 years), who used to participate in official competitions, was used. The measurements taken were of the young athletes' perception of the interpersonal style of the coach, satisfaction of basic psychological needs, motivation towards sports practice and intention to be physically active. Bivariate correlation, cluster and multivariate analyses were carried out. The cluster analysis revealed two profiles: one with high self-determined motivation and greater values of autonomy support, competence, relatedness and intention to be physically active, and another less self-determined cluster that showed low levels of competence, relatedness and intention to be physically active. It is suggested that adding some strategies based on autonomy support to training with athletes may ensure adherence to sports pra ctice.

Based on the framework of the self-determination theory, the present study aimed to test a predictive model in the Ecuadorian sports context by using autonomy support as a trigger, which was mediated by basic psychological needs and later by autonomous motivation. This procedure was used to predict the intention to be physically active and was carried out on 280 athletes from the province of Azuay (Ecuador) aged between 12 and 20 years (M = 15.28; SD = 1.71). Different scales were used to measure the perception of the interpersonal style of autonomy supported by the coach. The scales employed included the degree of satisfaction of basic psychological needs, motivation to practice sports, and intention to be physically active. A structural equation analysis revealed that perceived autonomy support positively predicted basic psychological needs, which in turn positively predicted autonomous motivation and, as a result, the athletes’ intentions to be physically active. It was concluded that coaches’ support for the interpersonal style of autonomy can benefit the development of basic psychological needs as well as autonomous motivation, which in turn can increase young athletes’ intentions to be physically active. Future research is also recommended to verify this predictive model and to encourage further experimental studies in which coaches promote autonomy support for athletes intending to increase their adherence to practising sports.

The objective of this study was to analyze the motivational profiles of Physical Education (PE) students and assess differences based on the perception of the support of autonomy, the intention to be physically active, satisfaction with classes, gender, age, and extracurricular sports activities. A cross-sectional descriptive study was carried out with a sample of 2621 students, aged 8 to 18 years (M = 14.16, SD = 2.28). An analysis of profiles was implemented, taking into account the motivation and the index of psychological mediators. The result of the cluster analysis gave a solution to four motivational profiles: high quality (n = 1094), low quantity (n = 292), low quality (n = 555), and high quantity (n = 680). Students grouped in the high quantity and quality profile presented higher levels of autonomy support, physical activity intention, enjoyment, and lower levels of boredom. Male participants, younger students, and those who participated in extracurricular activity were associated with self-determined profiles. In conclusion, the importance of promoting the satisfaction of basic psychological needs and autonomous motivation in PE classes is highlighted, in order to achieve higher values in terms of autonomy support, the intention to be physically active, enjoyment, and to reduce boredom levels in students.