Autonomy support in sport and exercise settings: a systematic review and meta-analysis

Mossman, Lara H.; Slemp, Gavin R.; Lewis, Kelsey J.; Colla, Rachel; O’Halloran, Paul

doi:10.1080/1750984x.2022.2031252

Cited by 57 publications

(48 citation statements)

References 93 publications

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“…Our results reveal the importance of a coach generating a climate of autonomy support sufficient to meet the basic psychological needs suggested by SDT and demonstrated by the motivational model of the athlete-coach relationship (Mageau & Vallerand, 2003) and numerous other studies (Adie et al, 2008; González et al, 2016; Pope & Wilson, 2012; 2015; Quested et al, 2013). These results are consistent with previous research in sport (e.g., Conroy & Coatsworth, 2007; Gillet et al, 2010; Pelletier et al, 2001) and exercise (e.g., Edmunds et al, 2006; Mossman et al, 2022) that have shown that perceived autonomy support was positively linked to the most autonomous forms of motivation.…”

Section: Discussionsupporting

confidence: 92%

Predicting Perceived Sport Performance via Self-Determination Theory

et al. 2022

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Sport performance depends in part on psychological factors. Self-determination theory emphasizes that the satisfisfaction of basic psychological needs and autonomous motivation may be linked to positive behavioral results and positive perceptions of performance. Our main objective in this study was to analyze the predictive power of such variables as perceived autonomy support, the satisfaction of psychological needs, and autonomous motivation on perceived sport performance. We recruited 447 young Portuguese athletes/participants (340 males, 107 females; Mage = 15.72 years, SD = 1.8). We had participants complete Portuguese sport versions of the Perceived Autonomy Support Exercise Climate Questionnaire, the Basic Psychological Needs in Exercise Scale, the Behavior Regulation Sport Questionnaire and the Perceived Performance in Sport Questionnaire. A gender invariant structural equation model showed that the coach’s autonomy support significantly predicted the satisfaction of psychological needs for autonomy, competence, and relatedness. The satisfaction of these three psychological needs predicted autonomous motivation. Satisfying the need for competence positively predicted perceived sport performance, but autonomous motivation was not significantly related to perceived performance.

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Section: Discussionsupporting

confidence: 92%

Predicting Perceived Sport Performance via Self-Determination Theory

et al. 2022

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“…One aspect of the social environment suggested to influence need satisfaction is autonomy support. In soccer, the coach plays a significant part in providing autonomy support and shaping athletes’ experiences [ 25 ]. An autonomy-supportive sports context (e.g., where coaches offer athletes choices, provide them with rationales, and include athletes in decision processes) facilitates the fulfilment of basic psychological needs and promote autonomous and intrinsic motivation.…”

Section: Introductionmentioning

confidence: 99%

Psychosocial Predictors of Drop-Out from Organised Sport: A Prospective Study in Adolescent Soccer

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Stenling

Solstad

et al. 2022

IJERPH

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In recent years an increased drop-out rate in adolescents’ soccer participation has been observed. Given the potentially adverse consequences of drop-out from soccer, more information about risk factors for drop-out is warranted. In the current study, Classification and Regression Tree (CRT) analysis was used to investigate demographic and motivational factors associated with an increased risk of drop-out from adolescent soccer. The results of this study indicate that older age, experiencing less autonomy support from the coach, less intrinsic motivation, being female, and lower socioeconomic status are factors associated with an increased risk of drop-out. An interpretation of the results of this study is that coaches play a central part in creating a sports context that facilitates motivation and continued soccer participation. Based on the findings of the current study we propose that soccer clubs implement theoretically informed coach education programs to help coaches adopt autonomy-supportive coaching strategies.

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“…Within this theory we also find the importance of three basic psychological needs: competence, autonomy and relatedness to others [ 14 ]. Thus, competence refers to the way in which a person relates to and copes with everyday life effectively and confidently [ 12 ], while autonomy corresponds to the decisions that the person makes, and relatedness refers to the interpersonal relationships that the person establishes [ 8 , 9 , 10 , 11 , 12 , 13 , 14 , 15 , 16 , 17 ]. In this sense, we can affirm that such a theory alludes, therefore, to motivation and its types [ 15 ], understanding motivation as the engine that drives a person to undertake an action [ 16 ], and differentiating between intrinsic motivation (which corresponds to the enjoyment of the task itself, causing pleasure and psychological well-being) and extrinsic motivation (in which motivation comes from an external factor) [ 17 ].…”

Section: Introductionmentioning

confidence: 99%

“…Thus, competence refers to the way in which a person relates to and copes with everyday life effectively and confidently [ 12 ], while autonomy corresponds to the decisions that the person makes, and relatedness refers to the interpersonal relationships that the person establishes [ 8 , 9 , 10 , 11 , 12 , 13 , 14 , 15 , 16 , 17 ]. In this sense, we can affirm that such a theory alludes, therefore, to motivation and its types [ 15 ], understanding motivation as the engine that drives a person to undertake an action [ 16 ], and differentiating between intrinsic motivation (which corresponds to the enjoyment of the task itself, causing pleasure and psychological well-being) and extrinsic motivation (in which motivation comes from an external factor) [ 17 ]. Combining both ideas, we can establish the existence of a correspondence between the two (satisfaction of basic psychological needs and motivation) so that the greater the satisfaction of these needs, the more a person’s actions are considered to be produced by a person, i.e., by intrinsic motivation [ 18 ], and, conversely, the lower this satisfaction, the more a person’s actions are produced by extrinsic motivation [ 19 ].…”

Section: Introductionmentioning

confidence: 99%

Emotional Intelligence and Its Relationship to Basic Psychological Needs: A Structural Equation Model for Student Athletes

Rubio

Ángel

Ruíz

et al. 2022

IJERPH

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This paper analyses the relationship between emotional intelligence (attention, clarity and repair) and motivational mediators (relationships, autonomy and perceived competence) of students of different degrees related to physical activity and sports science. A structural equation model was estimated with a sample of university students. The results of the model are representative of this case study only and are not very generalizable due to the sample size. In any case, the results obtained show that emotional intelligence predicts the satisfaction of psychological needs for autonomy and competence in student athletes. Therefore, these demonstrations point to a relationship between both variables and highlight the importance of addressing this type of content in university classrooms in order to increase the positive effects on the psychosocial development and personal well-being of students.

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Autonomy support in sport and exercise settings: a systematic review and meta-analysis

Cited by 57 publications

References 93 publications

Predicting Perceived Sport Performance via Self-Determination Theory

Predicting Perceived Sport Performance via Self-Determination Theory

Psychosocial Predictors of Drop-Out from Organised Sport: A Prospective Study in Adolescent Soccer

Emotional Intelligence and Its Relationship to Basic Psychological Needs: A Structural Equation Model for Student Athletes

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