The Dualistic Model of Passion

The Cognitive and Motivation Intervention Program in Youth Female Volleyball Players

“…Thus, it is suggested that the intervention may have had positive effects on competence through tactical improvement. No differences were found in the BPN of relatedness due to the strategies used and both groups presented a high level of this variable in the pre-test, yet this BPNS should not be forgotten because of its relevance for performance and sport commitment ( Vallerand, 2015 ; Vansteenkiste et al, 2010 ). One of the main strengths of the study is that the multidimensional intervention based on cognitive-motivational tools could help coaches to increase players’ BPN of autonomy and competence.…”

“…With respect to the motivational process, using different strategies such as giving athletes responsibility for different tasks related to the training process would help both to stimulate and intrinsically motivate them ( Ahlberg et al, 2008 ). SDT advocates that it is vital to provide youth athletes with appropriate motivational environments to keep them intrinsically motivated ( Vallerand, 2015 ). Youth sport studies utilizing SDT have shown that using tools to improve the BPNS contributes to sport participants being more likely to remain intrinsically motivated ( Deci and Ryan, 1985 , 2002 ).…”

“…Youth sport studies utilizing SDT have shown that using tools to improve the BPNS contributes to sport participants being more likely to remain intrinsically motivated ( Deci and Ryan, 1985 , 2002 ). Intervention programs based on strategies to improve the BPN of autonomy could be essential to increase the levels of self-determined motivation towards physical exercise ( Ahlberg et al, 2008 ; Vallerand, 2015 ). The strategies used to improve the autonomy support from the coach predicted athletes’ intrinsic motivation ( Jõesaar et al, 2012 ).…”

“…A theoretical proposition of SDT ( Deci and Ryan, 2002 ) is that social factors, such as coaches’ behaviour, can influence athletes’ motivation and its positive consequences by nurturing versus thwarting the basic psychological needs ( Vansteenkiste et al, 2010 ). Thus, deeper knowledge of the athletes’ motivational process, mediated by the satisfaction of the basic psychological needs (BPNS), would help understand the possible consequences; these may be cognitive, affective and/or behavioural, such as perceived performance, enjoyment or sport commitment ( Vallerand, 2015 ).…”

“…The current research was carried out at a contextual level following the Hierarchical Model of Motivation, the three basic psychological needs were included as well as the three main types of motivation of the self-determination continuum: autonomous motivation, controlled motivation and amotivation ( Vansteenkiste et al, 2010 ). Finally, procedural knowledge, perceived performance and sport commitment were included because of their relevance for the cognitive-motivational processes in youth sport, and also considering their importance due to the changes produced during the adolescence ( Vallerand, 2015 ). Procedural knowledge refers to the knowledge structures stored in the memory and involves the selection of an appropriate action within the context of the game ( McPherson, 1994 ).…”