Objectives: Grounded on the self-determination theory, the aim of this study was to assess the impact of perceived need support/thwarting, psychological needs satisfaction/frustration and motivation on young soccer players' sport commitment. Equipment and methods: We used a sample of 430 male soccer players (M age ¼ 14.21 years, SD ¼ 1.67 years, range ¼ 12-18 years). Results: Structural equation model analysis (2 /df ¼ 2.31; CFI ¼ 0.91, TLI ¼ 0.89, GFI ¼ 0.91, SRMR ¼ 0.03, RMSEA ¼ 0.05) showed that coach supporting style positively correlated with players' needs satisfaction, which, in turn positively predicted intrinsic motivation, which, in turn positively predicted sport commitment. On another hand, coach thwarting style positively predicted needs frustration, which positively predicted amotivation, and amotivation negatively predicted sport commitment. Conclusion: The coach-created training environment can be crucial for the satisfaction or frustration of the basic psychological needs and, as a consequence, it could play an important role in young soccer players' sport commitment.

The main aim of the research was to examine the relationship between motivational orientations and parents’ behavior with regard to the players’ motivational orientation, motivational climate, enjoyment and amotivation. The sample comprised 723 athletes (M = 12.37, SD = 1.48) and 723 parents (M = 46.46, SD = 2.56). Players were male and female who belonged to federative basketball, handball, football and volleyball teams. Parents and athletes completed questionnaires that assessed motivational orientations, parents’ involvement in the practice as well as enjoyment and motivation in the sport. Results showed a positive relationship between parents’ support of the sport and players’ enjoyment and a negative relationship with players’ amotivation. Moreover, in players who perceived more pressure from their parents, there was a positive association with amotivation and a negative one with enjoyment. Lastly, it was emphasized that appropriate parental participation can promote an increase of players’ enjoyment of and motivation for sport.

Grounded in Self-Determination Theory, structural equation modeling (SEM) with the aim of examining how parental support/pressure could influence their children´s motivational processes in sport was conducted, as well as the models´ differences in operability regarding gender. The sample size was 321 children ranging in age from 10 to 16 years old who were athletes from Extremadura, and 321 parents (included only the father or mother more involved with the sport of his or her child). 175 participants were male and 146 were female from individual (n = 130), and team sports (n=191). A questionnaire was conducted to assess parental perception of support/pressure and another questionnaire was conducted to measure satisfaction of basic psychological needs, type of motivation and enjoyment/boredom showed by their children towards sport practice. Results revealed that parental pressure negatively predicted satisfaction of the basic psychological needs. It also emerged as a strong positive predictor of intrinsic motivation and negative predictor of amotivation. Moreover, intrinsic motivation emerged as positive predictor of enjoyment and a negative predictor of boredom, whereas amotivation positively predicted boredom and negatively predicted enjoyment. Furthermore, results showed there were mean differences by gender: male athletes perceived greater parental pressure. Hence, it is necessary to decrease parental pressure towards their children in sport, with the aim of making them more motivated and enjoy, promoting positive consequences.

This research study purports to verify the effect produced on the motivation of physical education students of a multi-dimensional programme in dance teaching sessions. This programme incorporates the application of teaching skills directed towards supporting the needs of autonomy, competence and relatedness. A quasi-experimental design was carried out with two natural groups of 4th year Secondary Education students - control and experimental -, delivering 12 dance teaching sessions. A prior training programme was carried out with the teacher in the experimental group to support these needs. An initial and final measurement was taken in both groups and the results revealed that the students from the experimental group showed an increase of the perception of autonomy and, in general, of the level of self-determination towards the curricular content of corporal expression focused on dance in physical education. To this end, we highlight the programme's usefulness in increasing the students' motivation towards this content, which is so complicated for teachers of this area to develop.

The aim of this study was to examine the relationships between gender and the educational grade on the one hand, and physical activity levels, motivation, self-identity, body dissatisfaction, the intention to be physically active and daily sitting time on the other, in a sample of Spanish high school adolescents. The sample consisted of 2087 Spanish students from the 3rd (n = 1141) and 4th grade (n = 946), both male (n = 1046) and female (n = 1041), ranging in age from 15 to 17 years old (M = 15.42; SD = .86). Students completed questionnaires to assess their levels of physical activity, self-identity, motivation, intention to be physically active and daily sitting time. The students’ perceptions of their body height and mass were also tested. With the exception of walking MET values, the results showed gender differences in the variables tested. Male participants showed higher intrinsic motivation and lower amotivation than female participants. Furthermore, male students revealed higher levels of physical activity than female students. Finally, the research concluded with the importance of promoting intrinsic reasons for physical activity in order to encourage positive consequences in high school students.

The principal aims of the study were to define different profiles of cohesion and perceived efficacy in soccer players and to measure their differences in performance. The subjects were 235 soccer players in the under-18 category who played in the National League in Spain and 15 coaches whose ages ranged from 29 to 45 years. Diverse instruments to assess cohesion, perceived efficacy, and expectations of success were used in the study. Moreover, we measured playing time and performance. The results of the study proved the existence of four cohesion and efficacy profiles that presented significant differences in expectations of success, playing time, and performance. Furthermore, significant differences were found in the distribution of players in the teams as a function of performance. The main conclusion of this study is that soccer players with higher cohesion and collective efficacy levels belonged to teams that completed the season at the top-level classification. In contrast, athletes with low cohesion and collective efficacy usually played in unsuccessful teams. Coaches and sports psychologists are encouraged to promote both social and task cohesion and collective efficacy to enhance team performance.

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The current study reviews processes of teaching-learning based on creativity, with the application by teachers of several strategies to support the need for autonomy, competence, and relatedness. The aim is to learn the effect of pupil’s gender on their motivational level and the psychological consequences that might arise in the cognitive, affective, and behavioural domains. A quasi-experimental study was carried out at four schools in Mexico, with 12 physical education teachers and 40 natural groups of pupils aged between 11 and 17 (M = 13.17). The groups were randomly assigned to either an experimental group (24 groups, 447 pupils) or a control group (16 groups, 474 pupils). A prior training programme was carried out with the teachers in the experimental group to enable them to support the psychological need for autonomy, competence, and relatedness. Initial and final measurements were taken in both groups, and the results revealed that independently of the programme used, girls showed higher motivation and positive psychological consequences in the teaching of dance compared to the male participants. In conclusion, it is important to continue with research and set a methodology that addresses those differences, dedicating the necessary time and treatment to resolve their questions and necessities.