No abstract

Based on Basic Needs Theory, one of the mini-theories of Self-determination Theory (Ryan & Deci, 2002), the present study had two objectives: (a) to test a model in the Mexican sport context based on the following sequence: perceived coach autonomy support, basic psychological needs satisfaction, and psychological well-being, and b) to analyze the mediational effect of the satisfaction of perceived coach autonomy support on indicators of psychological well-being (satisfaction with life and subjective vitality). Six hundred and sixty-nine young Mexican athletes (Boys = 339; Girls = 330; M age = 13.95) filled out a questionnaire assessing the study variables. Structural equations analyses revealed that perceived coach autonomy support predicted satisfaction of the basic psychological needs for autonomy, competence, and relatedness. Furthermore, basic need satisfaction predicted subjective vitality and satisfaction with life. Autonomy, competence and relatedness partially mediated the path from perceived coach autonomy support to psychological well-being in young Mexican athletes. Keywords: autonomy support, psychological needs satisfaction, well-being, Basic eeds Theory, Mexican athletes.Basado en la Teoría de las Necesidades Básicas, una de las mini-teorías de la Teoría de la AutoDeterminación (Ryan & Deci, 2002), dos fueron los objetivos del presente estudio: (a) poner a prueba, en el contexto deportivo mexicano, un modelo basado en la secuencia: percepción del apoyo a la autonomía ofrecido por el entrenador, satisfacción de las necesidades psicológicas básicas y bienestar psicológico, y (b) analizar la mediación de la satisfacción de las necesidades psicológicas básicas entre la percepción de apoyo a la autonomía y los indicadores de bienestar psicológico (satisfacción con la vida y vitalidad subjetiva). Seiscientos sesenta y nueve jóvenes deportistas mexicanos (Chicos = 339, Chicas = 330, M edad = 13.95) completaron un cuestionario que evaluaba las variables del estudio. Los análisis de ecuaciones estructurales revelaron que la percepción de apoyo a la autonomía ofrecido por el entrenador predecía la satisfacción de las necesidades psicológicas básicas de autonomía, competencia y relación. A su vez, la satisfacción de las tres necesidades actuó como predictora de la vitalidad subjetiva y de la satisfacción con la vida. Los análisis de la mediación informaron que la autonomía, la competencia y la relación mediaron parcialmente la relación entre la percepción de apoyo a la autonomía ofrecido por el entrenador y el bienestar psicológico de los jóvenes deportistas mexicanos. Palabras clave: apoyo a la autonomía, satisfacción de las necesidades psicológicas, bienestar, Teoría de las Necesidades Básicas, deportistas Mexicanos.

The evidence for the benefits of physical activity on cognitive functioning has increased in recent years. Although the relationship between these variables has been analyzed for decades, the development of evaluation techniques has resolved several issues and advanced this area of knowledge. Moreover, several authors have pointed out the association between the cognitive functioning of athletes and their performance in competition. These recent studies suggest that some specific cognitive abilities of athletes could help them become more effective and improve their chances of success. The objective of this paper was to identify the most relevant advances in these areas of study and to highlight more promising lines of research for the next few years. We have discussed findings from the application of different physical activity programs as well as the most significant cognitive performance variables for sports practice. The limitations of the findings were also discussed.

The way students perceive corrective feedback has repercussions on what they learn and think. Based on the self-determination theory, the aim of this study is to test a model of multilevel mediation that examines the relationships between the perception of corrective feedback with its degree of acceptance (perceived legitimacy) at the team level and the subjective vitality of students at the individual level, mediated by the satisfaction of the three psychological needs, in the context of physical education. The participants were 742 students aged between 10 and 13 years old (52.6% men, 47.4% women) in 29 physical education groups. The results of the multilevel structural equation modeling analysis found at the group (between) level a positive and significant relationship between corrective feedback and perceived legitimacy ( B between = 0.49, p < 0.01), as well as a positive and significant relationship between perceived legitimacy and the needs of competence ( B between = 0.66, p < 0.05) and relatedness ( B between = 0.95, p < 0.01). In addition, there was a positive and significant association between competence and subjective vitality ( B between = 2.06, p < 0.01), and a negative and significant association between relatedness and subjective vitality ( B between = −0.85, p < 0.01). Also, on an individual (within) level, the needs of autonomy ( B within = 0.09, p < 0.05), competence ( B within = 0.27, p < 0.01), and relatedness ( B within = 0.17, p < 0.01) were positively and significantly associated with subjective vitality. Finally, corrective feedback showed a positive indirect effect on subjective vitality through perceived legitimacy and competence, while the indirect effect was negative through perceived legitimacy and relatedness. In conclusion, on an individual level, students who perceive their basic psychological needs to be met in turn, increase their subjective vitality. At the group level, the results are discussed. These findings suggest that teachers might be best advised to ensure that their students accept corrective feedback, by having it couched in a manner that suggests that learning and improvement can follow, and communicated in an autonomy-supporting way.

The objective of this work was to analyze a mediation model concerning the perception of an empowering climate generated by a coach and enjoyment through the autonomous motivation of athletes. The sample consisted of 71 elite male volleyball players from six countries. The age range was 14 to 18 years (M = 16.5, SD = 0.96). The relationships between the perception of an empowering climate, autonomous motivation, and enjoyment were positive and significant. The mediation model showed that autonomous motivation acts as a mediator in the relationship between the perception of an empowering climate generated by the coach and the enjoyment reported by the athletes.