Coaches’ Corrective Feedback, Psychological Needs, and Subjective Vitality in Mexican Soccer Players

Abstract

In the sport context, an essential aspect of an athlete’s development and performance happens during the interaction with the coach while receiving information on the aspects of performance that need to be modified (corrective feedback). Grounded in the Self-Determination Theory and particularly on the basic psychological needs theory, a structural equation model (SEM) was tested with the following sequence: perception of the amount of corrective feedback generated by the coach, perceived legitimacy of corrective feedback, satisfaction of basic psychological needs, and vitality in soccer players. Additionally, simple mediation and serial (double) mediation models were also tested. Participants were 377 Mexican soccer players (Maged = 16.46, SD = 1.08), who completed the instruments that evaluated the study variables. SEM results reported positive and significant variables’ interrelations in the sequence. The analysis of serial mediation model showed that the perceived legitimacy of feedback and the satisfaction of basic psychological needs fully mediated the relationship between the perception of the amount of corrective feedback generated by the coach and the perception of the subjective vitality of Mexican soccer players. Results suggest that coaches have to ensure that athletes accept the corrective feedback provided and meet their basic psychological needs. Based on SDT tenets, this research highlights the importance for coaches to be aware of the athlete’s perceptions when they are providing corrective feedback and their implications for athlete’s technical development and well-being. It is suggested to incorporate those aspects to training programs for coaches.

Quality of the Physical Education Teacher’s Instruction in the Perspective of Self-Determination

“…In the same way, a positive and significant association was found between the corrective feedback provided by the teacher, and the legitimate perception of such feedback by the students, which is in accordance with what was hypothesized and reported in studies in the field of physical education (Vergara-Torres et al, 2020) and sport (Mouratidis et al, 2010;Tristán et al, 2021). This indicates that the student participants in this study had a high degree of acceptance of corrective feedback, and furthermore, it seems to reaffirm the previous finding by demonstrating that when teachers demonstrate quality task presentations, they are also able to provide corrective feedback under characteristics that allow their students to perceive it as fair and justified, that is, as legitimate.…”

“…On the other hand, legitimate perception, as hypothesized and reported in previous studies in the context of physical education (Vergara-Torres et al, 2020) and sport (Ríos, 2015;Tristán et al, 2021) was positively and significantly associated with the basic psychological needs of autonomy, competence, and relatedness. This result suggests that when students perceive the corrective feedback they have received as fair, reasonable, and justified, then they experience a greater sense of choice regarding the activities to be performed and the way of working to correct their mistakes.…”

“…In the assessment of corrective feedback and legitimate perception, we used a version adapted to the context of physical education ( Vergara-Torres et al, 2020 ) of the Corrective Feedback Scale ( Tristán et al, 2013 ), which comprised four subscales (amount of corrective feedback, legitimate perception, illegitimate perception, and opportunity to learn) with four items each (16 items in total) and Likert-type response option, ranging from 1 ( Strongly disagree ) to 5 ( Strongly agree ). For the purposes of this study, only the subscales of amount of corrective feedback and legitimate perception were used.…”

“…These studies seem to indicate that, although the teachers in these studies are able to deliver quality presentations of the tasks, they do not provide adequate feedback during the activity. Furthermore, it is necessary to mention that there is evidence that, in order for corrective feedback not to have a negative impact on the satisfaction of basic psychological needs, it is necessary that it is given under certain characteristics that make students to see it as fair and justified, that is, that they have a legitimate perception of this feedback ( Mouratidis et al, 2010 ; Vergara-Torres et al, 2020 ; Tristán et al, 2021 ). In this sense, the question arises as to whether teachers who are able to deliver quality task presentations are also able to provide corrective feedback that is perceived as legitimate by their students and, therefore, has a positive impact on their well-being, a question that this study aims to answer.…”

Validación del Cuestionario de Climas Motivacionales empowering y disempowering en jóvenes deportistas mexicanos

“…La escala comenzó con la frase "En mi deporte…" y un ejemplo de ítem es "Me siento libre de expresar mis ideas y opiniones". Esta escala presenta adecuadas propiedades psicométricas en el contexto mexicano (Mosqueda et al, 2022;Tristán et al, 2021).…”