Coaches’ impact on youth athletes’ intentions to continue sport participation: The mediational influence of the coach–athlete relationship

Abstract

About 70% of youth athletes drop out of sport by age 13. Self-determination theory has been utilised to investigate athletes’ motivations for behaviours including sport persistence (i.e. continuation) and suggests that the coach can be an influence on such motivations. Basic need fulfillment via interpersonal coaching behaviours, the coach-athlete relationship (CAR), and intentions to continue sport participation have been examined independently and in various combinations and directions, but these variables have not been examined collectively in this manner. The purpose of this study was to determine if CAR quality mediates the relationship between interpersonal coaching behaviours and intentions to continue sport participation. Surveys were administered to 148 athletes ages 11 to 16 from organised sports teams. No significant indirect effects of mediation could be established. However, there was a significant and direct effect of competence-supportive behaviours on intentions ( β = .341, p < .001). Overall, the total effects model was significant ( F(1,146) = 18.762, p < .001, adjusted R2 = .114). Significant positive relationships were shown among supportive coach behaviours and CAR quality in addition to CAR quality and intentions. Negative relationships were demonstrated among thwarting coach behaviours and CAR quality. Results support that coaches’ competence-supportive behaviours can positively impact CAR quality and intentions to continue sport participation in youth athletes.

Ways into physical (in)activity: The role of critical life events and transitions in the reconstructions of young adults

“…Participants indicated on several occasions that they had to get used to a new coaches’ demands, style, and training routines, which often led to a dropout from sports. This connects to previous research that has shown that the quality of coach-athlete relationships is crucial for a continued participation in sport activities [e.g., 83 , 84 ].…”

Perception of Supportive and Thwarting Coaching Behaviors Among Physically Active Male Adults

“…The fact that competencesupporting behavior of coaches can positively affect the qua lity of communication between coaches and athletes and the decision of young people to continue sports activities, is also confirmed by Wekesser et al (2021) results. The research results of the authors Shen et al (2010) reveal that the tutor's support in the context of autonomy and competence relationships is important for reducing the amotivation of athletes.…”

“…Interpersonal behavior in the context of sports activities has been extensively studied (Edmunds et al, 2008;Ng et al, 2013;Rocchi, & Pelletier, 2018;Teixeira et al, 2018;Rodri gues et al, 2021). The perception of supportive and thwarting interpersonal behavior style in sports has been investigated (Mladenović et al, 2015;Wekesser et al, 2021;McHenry et al, 2021;McHenry et al, 2022); educator support has been studied in terms of amo tivation (Shen et al, 2010;Vansteenkiste & Ryan, 2013); students (students in physical education) are perceived by the teachers' motivational style, based on the satisfaction of human innate basic psychological needs (Haerens et al, 2018;Burgueño et al, 2022).…”

The role of special program in sports in the athletic activities and performance of student-athletes in physical education

“…On the other hand, the instructor/coach has no significant effect on regular participation, athletic potential, focus and discipline, resiliency and humility, harmony and unity, and the health status of student-athletes. Results of the analysis opposed previously conducted studies on the positive effect of instructor/coach on the frequency of participation of student-athletes (Manzoor, 2018;Wekesser et al, 2021), the potential of athletes through feedbacks (Sumarna et al, 2017;U zu m, 2018), focus and discipline (Goffena & Horn, 2021), resiliency and humility (Balcombe & De Leo, 2021;Brandt, 2018;Lu et al, 2016), harmony and unity (Freire et al, 2022;Vahdani et al, 2012), and their health status (Bissett et al, 2020;Powers et al, 2020;Simons & Bird, 2022).…”