A self-determination theory based investigation of life skills development in youth sport

Generalization of Psychosocial Skills to Life Skills in Collegiate Athletes

“…The objective of this study was to examine the collegiate athletes’ generalization of psychosocial skills in competitive sports based on LDI/BNT [ 23 ] for life skills development through competitive sport through the demonstration of the following model ( Figure 1 ). In line with the tenets of the LDI/BNT model [ 23 ], SDT [ 30 ], and past research findings [ 26 , 38 , 42 , 43 ] this model postulated that coaches’ needs–supportive behavior has a positive influence on collegiate athletes’ BNS, which, in turn, positively affected the generalization of psychosocial skills in competitive sports. In line with past studies on sports [ 44 , 45 ] and SDT-based propositions [ 29 ], we hypothesized that coaches’ needs–thwarting behavior has a positive influence on collegiate athletes’ BNF, which, in turn, negatively affected the generalization of psychosocial skills in competitive sports.…”

“…Moreover, coaches’ needs–thwarting behavior had a positive influence on collegiate athletes’ BNF, which, in turn, negatively affected the generalization of stress management, appreciating others, communication, and maintaining etiquette and manners in the analyses. Previous studies have focused on life skills development [ 42 , 43 ], while the current study examined the process of life skills development through competitive sports, focusing on the generalization of psychosocial skills in competitive sports [ 7 , 8 , 9 ]. These results, focusing on the generalization of psychosocial skills in competitive sports based on LDI/BNT, provide a better understanding of the process of life skills development through sports.…”

“…Including both BNS and BNF and coaches’ needs–supportive and needs–thwarting behavior, Cronin et al and Cronin, Ellison et al investigated whether BNS mediated the association between autonomy-supportive behavior of coaches and sport participants’ learning of life skills for PE students [ 42 ] and participants in youth sports [ 43 ]. However, contrary to Cronin et al and Cronin, Ellison et al, controlling teaching and coaching behaviors were not negatively related to participants’ life skills development in PE and youth sports [ 42 , 43 ].…”

“…Considering the studies highlighted above and expanding upon Cronin et al’s and Cronin, Ellison et al’s research [ 42 , 43 ], the current study sought to examine how coaches’ needs–supportive and –thwarting behaviors (i.e., competence and relatedness, in addition to autonomy bats), and BNS and BNF are either positively or negatively related to collegiate athletes’ generalization of psychosocial skills in competitive sports. This is a novel addition to the research literature, as few theory-based studies have investigated the process of life skills development through sports using a quantitative approach [ 8 , 23 , 47 ].…”

Emotional Intelligence and Its Relationship to Basic Psychological Needs: A Structural Equation Model for Student Athletes

“…The most common type of motivation in sport is extrinsic motivation, which in this field refers to external incentives, the avoidance of guilt, the consideration of the activity as important but not pleasant or because sport itself corresponds to a healthy and active lifestyle, also called integrated regulation [ 20 , 21 , 22 ]. Therefore, this work is framed within others that have also aimed to investigate the theory of self-determination in athletes [ 23 , 24 , 25 , 26 , 27 , 28 , 29 ].…”