2013
DOI: 10.1016/j.psychsport.2013.07.002
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Determinants of coach motivation and autonomy supportive coaching behaviours

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Cited by 74 publications
(73 citation statements)
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References 31 publications
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“…Also, the current study demonstrated that coaches' selfdetermined motivation for coaching was positively associated with their tendencies to provide ASC to their athletes. This finding supported previous findings in youth sport as well as the elementary school context (e.g., Rocchi et al, 2013;Roth, Assor, KanatMaymon, & Kaplan, 2007). More specifically, Roth et al (2007) found that teachers' self-determined motivation for teaching was positively associated with their autonomy-supportive behaviors, as was reported by their students.…”
Section: Linking Social-contextual and Intrapersonal Antecedents To Psupporting
confidence: 91%
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“…Also, the current study demonstrated that coaches' selfdetermined motivation for coaching was positively associated with their tendencies to provide ASC to their athletes. This finding supported previous findings in youth sport as well as the elementary school context (e.g., Rocchi et al, 2013;Roth, Assor, KanatMaymon, & Kaplan, 2007). More specifically, Roth et al (2007) found that teachers' self-determined motivation for teaching was positively associated with their autonomy-supportive behaviors, as was reported by their students.…”
Section: Linking Social-contextual and Intrapersonal Antecedents To Psupporting
confidence: 91%
“…In all the other paths, zero was included in the 95% biascorrected bootstrap CI. The second alternative model was based on theoretical models displayed in previous SDT-based research in the sport psychology literature (e.g., Rocchi et al, 2013;Stebbings et al, 2012). Therefore, this model involved the following four sequences: social-contextual factors / coaches' self-report measure of TNS / coaches' selfdetermined motivation for coaching / coaches' own provision of ASC.…”
Section: The Phenomenon Of Equivalent Models In Semmentioning
confidence: 99%
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“…Based on data from 254 Canadian teachers of students in Grades 1 to 12 they found that the more pressure teachers experienced, from both above (i.e., a pressurised school environment) and below (i.e., the extent to which they perceived their students not to be autonomously motivated towards school), the less autonomous motivation they experienced and, in turn, the more controlling they were with their students. These results have since been replicated in the context of sports coaching (Rocchi et al 2013). Similarly, Roth et al (2007) found a positive association between teachers' self-reported autonomous motivation for teaching and their autonomy-supportive teaching, as reported by their students (Grades 3 to 6).…”
mentioning
confidence: 66%