Life skills development in physical education: A self-determination theory-based investigation across the school term

Cronin, Lorcan; Marchant, David; Johnson, Laura; Huntley, Emma; Kosteli, Maria-Christina; Varga, Joseph; Ellison, Paul

doi:10.1016/j.psychsport.2020.101711

Cited by 39 publications

(62 citation statements)

References 55 publications

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“…Based on past tudies (Cronin & Allen, 2019; Freire et al., 2020), we hypothesized that participants in the high life skills development cluster would be of a higher age and have more years of experience in their sport. Regarding SDT related-variables, we hypothesized that participants in the high life skills development cluster would score higher for coach autonomy support (Cronin & Allen, 2018; Freire et al., 2020), autonomy, competence, and relatedness satisfaction (Cronin et al., 2019, 2020), intrinsic motivation, integrated regulation, and identified regulation (Nascimento-Junior et al., 2019), and that they would score lower for introjected regulation, external regulation, and amotivation, as compared to the low life skills development cluster.…”

Section: The Present Studymentioning

confidence: 99%

“…Within sport, past studies have also shown positive associations between satisfaction of participants’ three basic needs and their life skills development (e.g., Bean et al., 2019; Taylor & Bruner, 2012). Recent cross-sectional and longitudinal studies in physical education have also shown that satisfaction of the three basic needs was positively associated with students’ development of life skills (Cronin et al., 2019, 2020). Finally, initial research in Brazil has shown positive associations between more self-determined forms of motivation and participants’ life skills development in sport (do Nascimento-Junior et al., 2019).…”

Section: Introductionmentioning

confidence: 99%

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Life Skills Development Through Sport in Brazil: A Study Based on Self-Determination Theory

et al. 2021

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This study investigated whether a large sample of youth participants’ life skills development through sport was impacted by demographic variables and/or variables based on self-determination theory. Participants were 461 Brazilian youth sport (325 boys; 136 girls) aged 10–17 years ( Mage = 15.12, SD = 1.44). Participants completed a self-report research survey to assess demographic variables, coach autonomy support, basic need satisfaction, and sport motivation. We analyzed data using cluster analysis, a chi-square test and multivariate analysis of variance. We found that sport participants in the high life skills development cluster were older ( p = .007) and had more years of sport experience ( p = .032). Compared to the low life skills development cluster, sports participants in the high life skills development cluster displayed higher scores for coach’s autonomy support ( p = .001), autonomy satisfaction ( p = .002), competence satisfaction ( p = .001), relatedness satisfaction ( p = .001), and identified regulation ( p = .023). In practice, these findings indicate that coaches should seek to satisfy participants’ three basic psychological needs and encourage an identified regulation form of motivation when trying to promote participants’ life skills development through sport.

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Section: The Present Studymentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Life Skills Development Through Sport in Brazil: A Study Based on Self-Determination Theory

et al. 2021

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“…To date, much of the literature has focused on aerobic, moderate-to-vigorous physical activity, and reports the effects of school-based interventions on moderate-to-vigorous physical activity as being non-existent and non-significant [ 63 , 72 ]. Moreover, it is recognised that physical education plays an important role in developing competence [ 73 , 74 ], yet traditional team sports and increasing aerobic moderate-to-vigorous physical activity may not engage the least active and least skilled adolescents, who would benefit the most from improved perceived competence [ 67 , 75 ]. Audio and visual data captured in this study suggest that adolescent boys may not be routinely exposed to muscular fitness activity in school.…”

Section: Discussionmentioning

confidence: 99%

“It’s Just Not Something We Do at School”. Adolescent Boys’ Understanding, Perceptions, and Experiences of Muscular Fitness Activity

Cox

Fairclough

Noonan

2021

IJERPH

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Background: English youth typically do not sufficiently engage in the types and intensities of physical activity that develop muscular fitness. The aim of this study was to use a combination of qualitative techniques to explore adolescent boys’ understanding, perceptions, and experiences of physical activity and the role muscular fitness plays within boys’ physically active lifestyles. Methods: Focus group interviews with a write, draw, show, and tell activity were conducted with 32 adolescent boys aged 14–16 years from 3 secondary schools. Three separate sources of data (frequency counts, verbatim transcripts, and visual data) were generated and were pooled together and triangulated. Data were analysed deductively, first using the Youth Physical Activity Promotion model as a thematic framework, and then inductively. Results: Physical activity was frequently associated with organised sport, and most boys were unaware of current UK physical activity guidelines. Co-participation was frequently reported as a reinforcing factor to physical activity. Conclusions: There was a perceived lack of opportunity to participate in muscular fitness activities, particularly in school, and knowledge of how to conduct muscular fitness activities was limited. The contribution of physical education was highlighted as being key to facilitating exposure to muscular fitness activities.

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“…Considerando o esporte no ambiente educacional, a participação extracurricular em programas esportivos e nas aulas de educação física pode desenvolver experiências positivas, autoeficácia e um conjunto de life skills (Camiré, Trudel, & Forneris, 2009;Cronin, Allen, Mulvenna, & Russell, 2017;Holt, Tink, Mandigo, & Fox, 2008;Reverdito et al, 2017). Neste contexto, a interação entre o desenvolvimento dessas habilidades e a satisfação das necessidades de autonomia, competência e relacionamento, pode ser a "chave" para a construção de estratégias que visam à formação pessoal e social de indivíduos (Cronin et al, 2019;Cronin et al, 2020). De acordo com Barber, Ecles e Stones ( 2001), a participação esportiva tem apresentado resultados educacionais e ocupacionais positivos.…”

Section: Conclusõesunclassified

Modelo Virtual para Planeamento e Controlo do Processo de Treino

Resende

2020

Journal of Sport Pedagogy &Amp; Research

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The variable time available to train is crucial for coaches in driving and planning the training process. This article aims to present a computerized training management model for sports coaches, based on the “Coach Philosophy and its Effectiveness Implementation” by Resende (2018). It points out relevant elements identified from control and monitoring tools used by sports coaches to create a practical model that allows consistent information for the control of training. Through the use of spreadsheets with pre-determined formulas, the coach can monitor, with greater autonomy, the quantitative and percentage of training. Training is planned in three major elementary groups: Physical, Technical and Tactical aspects. In a simple and practical way, the coach can readjust the numbers to achieve the goals set for the training in each stage.

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Life skills development in physical education: A self-determination theory-based investigation across the school term

Cited by 39 publications

References 55 publications

Life Skills Development Through Sport in Brazil: A Study Based on Self-Determination Theory

Life Skills Development Through Sport in Brazil: A Study Based on Self-Determination Theory

“It’s Just Not Something We Do at School”. Adolescent Boys’ Understanding, Perceptions, and Experiences of Muscular Fitness Activity

Modelo Virtual para Planeamento e Controlo do Processo de Treino

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