Interpersonal Style of Coaching, Motivational Profiles and the Intention to be Physically Active in Young Athletes

Abstract

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.

The role of teacher support, students’ need satisfaction, and their psychological capital in enhancing students’ self-regulated learning

“…Needs satisfaction positively related to students' cognitive strategies and their self-regulation in the learning process. Despite these relationships, only the need for competence, the satisfaction of which is considered to stimulate people functioning and well-being on a more general level (van den Broeck, Vansteenkiste, de Witte, & Lens, 2008), was found as a significant predictor for self-regulated learning. Surprisingly, the need for autonomy negatively predicted the use of cognitive strategies, which is slightly different from other research.…”

“…They know how to adjust their learning strategies to the content and requirements of the tasks, what kind of cognitive and metacognitive strategies they need to solve them, and how to manage their effort strategies. Also, that feeling of competence needs to be accompanied by feelings of autonomy for individuals to be self-regulated (Deci et al, 1996;Valero-Valenzuela & Manzano-Sánchez, 2019). The need for competence is reflected in students' understanding of how to self-regulate their learning, whereas the need for autonomy is reflected in the students' willingness to get involved in study activities (Grolnick & Raftery-Helmer, 2015).…”

Coaches’ controlling interpersonal style and frustration of basic psychological needs in adolescent judokas

“…Based on a leadership style approach, and its impact on productivity and on group motivation, two main interpersonal styles have been analysed: one focused on autonomy support and one focused on control strategies . Most of the research studies have focused on the former, autonomy support (Cantú-Berrueto, Castillo, López-Walle, Tristán & Balaguer 2016;Castillo et al, 2014;Rodrigues et al, 2019;Valero-Valenzuela & Manzano-Sánchez, 2019), based on the social context and its effect on three basic psychological needs (BPNs): competence, autonomy and relatedness , as well as on the interest in knowing to what extent these are or are not satisfied. Self-Determination Theory (SDT: Deci & Ryan, 1985 recognises that, beyond the psychological growth and well-being achieved through the satisfaction of the BPNs, people can show cognitive, emotional and behavioural patterns, which represent both the optimal and non-optimal part of human existence.…”

Efecto de las estrategias de control conductual sobre la frustración de las necesidades psicológicas básicas en judo (Effect of behavioral control strategies on the frustration of basic psychological needs in judo)

“…Podríamos afirmar que los entrenadores o maestros de judo ejercen control sobre sus alumnos en la medida en la que estos no dan muestras de afecto a sus competidores de la categoría júnior, afectándoles en cuanto a frustración de sus necesidades psicológicas básicas más que a los judocas de categoría sénior (Morbee et al, 2020), pudiendo sentirse los deportistas presionados o rechazados (Matosic et al, 2020). En el estudio realizado por Valero-Valenzuela & Manzano-Sánchez (2019) se determinó que los entrenadores con estilos de apoyo a la autonomía predicen una mayor motivación autodeterminada y un mejor rendimiento deportivo en judocas de diferentes categorías y edades, por lo que estaríamos ante un claro beneficio en la utilización de técnicas que apoyen la autonomía de los deportistas, rechazando así técnicas de control por parte del entrenador.…”

“…En el ámbito deportivo, el entrenador es una de las personas que forman ese contexto social del deportista, postulándose como figura importante, desarrollando dos vertientes diferenciadas: apoyo a la autonomía y control . Así, gran parte de las investigaciones se han centrado en la primera de ellas, el apoyo a la autonomía (Cantú-Berrueto et al, 2016;Castillo et al, 2014;Rodrigues et al, 2019;Valero-Valenzuela & Manzano-Sánchez, 2019), quedando en un segundo plano el control que puede ejercer el entrenador, no solo durante el tiempo del entrenamiento, sino también en el ámbito privado del deportista en el caso de ostentar una conducta controladora . Existen numerosas investigaciones que han puesto de manifiesto la influencia que supone la conducta del entrenador en los deportistas (Balaguer et al, 2012;Cano et al, 2018;Delrue et al, 2019;Quested et al, 2013), siendo los estilos controladores precursores de su frustración, mientras que los estilos que apoyan la autonomía promueven la satisfacción de las necesidades psicológicas básicas, derivando en una motivación del deportista más autodeterminada .…”