Coaches' interpersonal style, basic psychological needs and the well- and ill-being of young soccer players: A longitudinal analysis

Abstract

This study entailed a longitudinal test of basic psychological needs theory, a sub-theory in the self-determination framework (Deci & Ryan, 2000), in young soccer players. We examined whether changes in soccer players' perceptions of the coaches' interpersonal style (autonomy supportive and controlling) predicted changes in the players' need satisfaction/need thwarting, and in turn, variability in their reported subjective vitality and burnout over the course of a season. Young male soccer players (M = 12.58 ± 0.54 years) completed a questionnaire at two time points in the season [n(T1) = 725; n(T2) = 597]. Changes in the players' perceptions of an autonomy supportive environment significantly predicted changes in psychological need satisfaction (positively) and in psychological need thwarting (negatively). Changes in psychological need satisfaction positively predicted changes in subjective vitality and negatively related to cross-time variation in global burnout scores. In contrast, changes in the players' perceptions of a controlling coach-created environment were positively associated with changes in psychological need thwarting that corresponded to increases in player burnout. Finally, results provided support for the assumed mediational roles of psychological need satisfaction and need thwarting in the social environment to well- and ill-being relationships.

Comparing self-reported leisure-time physical activity, subjective health, and life satisfaction among youth soccer players and adolescents in a reference sample

“…Findings reported by Hansen, Skorupski, and Arrington (2010) suggest that interdependent sports such as football, provide participants with greater opportunities to experience positive developmental experiences. Thus, based on previous studies suggesting positive outcomes from participating in football (Alvarez, et al, 2012;Balaguer, et al, 2012;Zullig & White, 2011), as well as growing evidence demonstrating the overall value of participation in organized activities for positive youth development (Farb & Matjasko, 2012;Hansen, et al, 2010;Leversen, Danielsen, Birkeland, & Samdal, 2012), it is likely that the higher scores on self-reported health and life satisfaction in the football sample are at least in part due to participants' football experiences.…”

“…Most studies concern the benefits of promoting physical activity in relation to indicators of mental ill health such as anxiety, depression, mood and emotion, self-esteem, cognitive functioning, and psychological dysfunction (Biddle, Fox, Boutcher, & Faulkner, 2001;Janssen & LeBlanc, 2010). Positive indicators of well-being such as vitality, positive views of one's own health and life satisfaction, have been absent in studies of youth football until recently (Alvarez, Balaguer, Castillo, & Duda, 2012;Balaguer et al, 2012;Castillo, Duda, Álvarez, Mercé, & Balaguer, 2011).…”

Escalas de Estilos Interpessoais: evidências de validade convergente

“…Essas ideias são comuns a diversas teorias do desenvolvimento da personalidade (Adler, 2005). Nesse sentido, o ESEI é composto de assertivas sobre relacionamentos e situações sociais vivenciados na infância, nos contextos da família, da escola e das amizades.…”

“…No ESEI, a escala superioridade revela um conceito fundamental das ideias de Adler (2005): a busca compensatória de status superior associada a sentimentos de menos-valia. Espera-se que escores elevados nesse fator estejam ligados à baixa autoestima e à ansiedade social, sentimentos que o indivíduo tenta combater por meio de um estilo interpessoal caracterizado pelo controle da autoapresentação e pela expressão de atitudes e comportamentos que ele considera associados à condição de superioridade social (Magalhães, 2013).…”

Promoting a psychological need-supportive environment: An investigation into changing behaviour

“…Specifically, the major foci of these researchers have been the influence of these coaching behaviours on athletes' motivation and needs satisfaction (e.g., Almagro et al, 2010;Balaguer, Gonzålez, Fabra, Castillo, & Duda, 2012;Blanchard et al, 2009;Coatsworth & Conroy, 2009;Gagné et al, 2003;Reinboth et al, 2004) and the effects of these coaching behaviours on the degree of self-determined or non self-determined athlete motivation (e.g., Gillet et al, 2010;Hollembeak & Amorose, 2005;Pelletier et al, 2001). This body of work has made a significant contribution to scholarly knowledge regarding the influence of coach behaviour on the psychological wellbeing of youth and adult athletes in competitive and non-competitive settings.…”