Peer Relationship Profiles and Motivation in Youth Sport

Abstract

The purpose of this study was to (a) describe peer relationship profiles of youth sport participants and (b) assess the motivational salience of these profiles by examining profile group differences on sport motivation-related variables. Youth sport camp participants (N = 243) ages 10 to 14 years (M = 11.8, SD = 1.2) completed a multisection questionnaire that contained sport-contextualized measures of perceived friendship quality (positive, conflict), perceived peer acceptance, perceived competence, enjoyment, anxiety, self-presentational concerns, and self-determined motivation. The positive friendship quality, friendship conflict, and peer acceptance responses were cluster-analyzed, yielding five peer relationship profiles that were consistent with expectations based on previous research (i.e., Seidman et al., 1999). Profile differences were obtained for all motivation-related variables and were in theoretically consistent directions. Those young athletes categorized in more adaptive peer relationship profiles had more adaptive motivation-related responses. The findings support theoretical perspectives on social relationships and motivation as well as the efficacy of a person-centered approach to the examination of peer relationships in sport.

The Motivational Atmosphere in Youth Sport: Coach, Parent, and Peer Influences on Motivation in Specializing Sport Participants

“…Despite this dissonance, there is also some convergence. All of these theories of motivational regulation have been linked with differences in levels of self-reported intrinsic/extrinsic motivation (Barkoukis, Thøgersen-Ntoumani, Ntoumanis & Nikitaras, 2007;Kavussanu & Roberts, 1996;Smith, Ullrich-French, Walker, & Hurley, 2006) and, despite the dominance of AGT in investigating the motivational climate, research adopting other theories has frequently and fruitfully addressed interpersonal and social considerations, such as relationships (Mageau & Vallerand, 2003;, autonomy support (Conroy & Coatsworth, 2007;Gurland & Grolnick, 2005;Pelletier, Fortier, Vallerand & Brìere, 2002), peerfriendships and group considerations (Allen, 2003;Weiss, Smith & Theeboom, 1996), and the emphasis of approach-or-avoidance motivation by significant others (Barkousis et al, 2007;Church, Elliot & Gable, 2001;Elliot, 1999).…”

The Role of Motivation in Understanding Social Contextual Influences on Physical Activity in Underserved Adolescents in the ACT Trial: A Cross-Sectional Study

“…28 some studies have examined motivation as it relates to characterizing social context and PA relations. Previous research has supported the role of motivation in understanding social contextual variables and PA in a physical education setting, 31,32 primarily in sports 9 and predominately Caucasian samples. 9,29,33 A study by Ullrich-French and colleagues 34 emphasized examining multiple social relationships (parents and peers) and combinations of social relationships in predominantly Caucasian adolescents in a sport context, which is likely different than total PA. Additionally, motivation but not health behavior was examined as an outcome.…”

“…Previous research has supported the role of motivation in understanding social contextual variables and PA in a physical education setting, 31,32 primarily in sports 9 and predominately Caucasian samples. 9,29,33 A study by Ullrich-French and colleagues 34 emphasized examining multiple social relationships (parents and peers) and combinations of social relationships in predominantly Caucasian adolescents in a sport context, which is likely different than total PA. Additionally, motivation but not health behavior was examined as an outcome. 34 identification of potential mediators, or mechanisms, through which social support influences PA behavior in addition to motivation may help to clarify the mixed results from previous social support and motivation literature and provide a target for future intervention development.…”

“…[3][4][5] An ecological perspective has been useful in conceptualizing influences on health behaviors at multiple levels (individual, social, and environmental). 6 As such, social context, including social support, has been frequently investigated as it relates to PA. [7][8][9][10][11] social support gener-ally refers to any aid an individual receives for a behavior though many definitions, sources, and types exist. 12 social relationships with parents and peers are key factors of the social context and are important potential sources for support and approval that an adolescent may receive in being physically active.…”

Participation Motives of Saudi Arabian School Children towards Physical Activities and Sports: A Comparative Study

“…One of the most important issues is that people have many reasons for getting involved, and some of their reasons change according to the situations. Drawing on the excellent review of literature [2][3][4][5][6][7][8][9][10], the reason sports people give for participating and dropping out are multiple and diverse. Weiss and Petlickhoff [11], for example, categorized the major motives for participation into competence (e.g.…”