Using self-determination theory (SDT), we examined relationships among coach and teammate behaviors (motivational climate, interpersonal style, friendship quality), psychological need satisfaction, and well-being (self-esteem, positive affect, and disordered eating) among female adolescent gymnasts. Physical maturity was included as a control variable because it is associated with lower self-perceptions for girls. Competitive gymnasts (N = 303) aged 10 to 17 years completed a survey assessing study variables. Structural equation modeling revealed that (a) coach autonomy-support and mastery climate were indirectly related to positive affect through coach relatedness, (b) friendship quality was associated with all three well-being indices through perceived competence and teammate relatedness, and (c) postpubertal girls reported lower perceived competence, lower self-esteem, lower positive affect, and greater disordered eating compared with prepubertal girls. Effect sizes indicated that a medium to large amount of variance was explained in the psychological needs and well-being indicators. Findings provide support for SDT and suggest the social, psychological, and developmental processes that are related to well-being among female adolescent gymnasts.

RESULTS from 3 studies provide evidence of content and construct validity and internal consistency reliability for the LSTS, which can be used in evaluation research with youth development programs.

We used achievement goal theory to examine students’ physical activity (PA) motivation and physical education (PE) enjoyment. Purposes included: 1) determine whether schools with different pedagogical approaches varied in student perceptions of mastery and performance climate dimensions, enjoyment, and PA; 2) examine gender and grade differences in enjoyment and PA; and 3) determine if dimensions of motivational climate predicted enjoyment and PA levels in PE, controlling for gender and grade. Youth (n = 290, 150 girls) from three southeast United States middle schools wore a pedometer and completed a motivational climate and enjoyment questionnaire. Boys were more active and enjoyed PE more than girls, and 7th/8th grade students were more active than 6th grade students. Enjoyment was positively predicted by teacher’s emphasis on two mastery climate dimensions, controlling for gender. PE activity time was predicted by two performance climate dimensions, controlling for gender and grade. Implications for practice are discussed.

Results from both studies show that The First Tee is effective in teaching for transfer of life skills and promoting developmental outcomes.

Using self-determination theory, we examined longitudinal relationships among perceived social influences (coach-created motivational climate, coach interpersonal style, friendship quality), psychological need satisfaction, and well-being (self-esteem, positive affect, disordered eating) among female adolescent gymnasts. Competitive gymnasts (N ϭ 174; M age ϭ 13.5 years) completed a survey at 2 time waves (T1 and T2), 7 months apart. Structural equation modeling revealed-(a) T1 mastery climate/ autonomy-support and performance climate positively predicted T2 perceived competence, controlling for T1 psychological needs and physical maturity; (b) T1 perceived competence predicted higher T2 self-esteem and lower T2 disordered eating, controlling for T1 well-being; and (c) perceived competence was a significant mediator of the relationship between coach behaviors and well-being. Results provide partial support for self-determination theory and reveal the mechanisms by which coaches can influence well-being over time.