Motivational Factors in Young Spanish Athletes: A Qualitative Focus Drawing From Self-Determination Theory and Achievement Goal Perspectives

Almagro, Bartolomé J.; Buñuel, Pedro Sáenz-López; Murcia, Juan Antônio Moreno; Spray, Chris

doi:10.1123/tsp.2013-0045

Cited by 26 publications

(27 citation statements)

References 36 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…Athlete motivation, encompassing autonomy-supportive practice, controlling coaching or the motivational climate, has been the major focus of research to date. Typically, studies have promoted the use of autonomy-supportive practice (i.e., permitting athlete choice, empowerment and allowing learning to take place from mistakes independently), and advised against controlling forms of coaching, in order to satisfy athletes' basic psychological needs and instil more self-determined forms of motivation (Almagro, Sáenz-López, Moreno-Murcia, & Spray, 2015;Amorose & Anderson-Butcher, 2015;Hein & Jõesaar, 2015;Pope & Wilson, 2012;Reynolds & McDonough, 2015;Sheldon & Watson, 2011). These findings are consistent with Vella and Perlman's (2014) review of common approaches to coaching which presents a similar relationship between autonomy-support, basic psychological needs and intrinsic or autonomous motivation.…”

Section: Coaching Practice-athlete Outcome Relationshipsmentioning

confidence: 99%

Examining the Relationships Between Coaching Practice and Athlete “Outcomes”: A Systematic Review and Critical Realist Critique

Nichol

Hall

Vickery

et al. 2019

International Sport Coaching Journal

View full text Add to dashboard Cite

show abstract

Section: Coaching Practice-athlete Outcome Relationshipsmentioning

confidence: 99%

Examining the Relationships Between Coaching Practice and Athlete “Outcomes”: A Systematic Review and Critical Realist Critique

Nichol

Hall

Vickery

et al. 2019

International Sport Coaching Journal

View full text Add to dashboard Cite

show abstract

“…According to several authors, Self-Determination Theory (SDT) [1] and Achievement Goal Theory (AGT) [2] are the most popular and contemporary theoretical approaches used to examine motivational processes, particularly in the physical education (PE) context [3,4,5]. Looking at physiological processes, it is through PE that most children experience a wide range of motor skills.…”

Section: Introductionmentioning

confidence: 99%

“…According to Kingston et al [3] and Almargo et al [4], results from the integration of both theories in physical activity context revealed that task orientation shows a higher correlation with autonomous regulations, and individuals’ ego oriented, although with less conclusive results, show a higher correlation with more controlled forms of motivation.…”

Section: Introductionmentioning

confidence: 99%

Motivational determinants of physical education grades and the intention to practice sport in the future

Cid

Pires²,

Borrego

et al. 2019

PLoS ONE

View full text Add to dashboard Cite

Self-Determination Theory (SDT) is amongst motivational frameworks the most popular and contemporary approach to human motivation, being applied in the last decades in several domains, including sport, exercise and physical education (PE). Additionally, Achievement Goal Theory (AGT) has presented evidence of how contextual factors may influence student's behavior in this particular context. The main purpose of this study was to analyze the motivational climate created by the teacher in the classroom, students' satisfaction of Basic Psychological Needs (BPN), and how their behavioral regulation could explain PE grades and intention to practice sports in the future. Method: A total of 618 students (290 female; 328 male) from the 6 th to the 9 th school level, aged between 10 and 18 years (M = 13.3; SD = 1.7) participated in this study. The following surveys were used for the proposed variables: Learning and Performance Orientations in Physical Education Classes Questionnaire (LAPOPECQ); the Basic Psychological Needs in Exercise Scale (BPNESp); and the Perceived Locus of Causality (PLOCp). Intentions to practice sport/ physical activity in the future were assessed through a single item. Students' PE grade was obtained through his/her teacher final assessment. Structural Equation Analysis was performed via AMOS 23.0. Results: After analyzing modification indices and model adjustment, the final model emerged: learning climate > BPN > autonomous motivation > intentions/PE grade. Results interpretation seems to indicate that i) the satisfaction of BPN are influenced by motivational climate (i.e., learning climate), ii) the individuals' motivation is influenced by the satisfaction of three basic psychological needs (i.e., particularly competence), and iii) the motivational regulations have direct and significant effects with intention to practice sports outside school in the future and PE grades. Discussion & Conclusion: The main results showed that a climate oriented for learning has a positive impact on basic psychological needs satisfaction of students. However, only competence satisfaction had a significant positive relationship with students' autonomous motivation, which in turn had

show abstract

“…Athletes positively value when the coach builds a task-oriented motivational climate which is related to various positive consequences as enjoyment and effort. Conversely, some studies show that coaches create an ego-oriented motivational climate that is related to emphasis on winning (Almagro, Saenz-Lopez, Moreno-Murcia, & Spray, 2015) and on less autonomous motivation of athletes. In turn, the egoorientated motivation does not relate with moral values (Lee at al., 2008) as controlling coaching style does not relate with athletes' autonomous motivation and their moral behaviour (Hodge & Lonsdale, 2011).…”

Section: Discussionmentioning

confidence: 99%

“…Nevertheless, the studies should be mentioned when athletes gain more experience in their sports, moral and competence values become more important to them, but later their significance decreases (Šukys & Jansonienė, 2012) or athletes' moral reasoning is not related to sports experience (Proios, Doganis, & Athanailidis, 2004). Commenting on the results of different studies it may be claimed that in accordance with the Self-Determination Theory athletes could experience different styles of regulation (Almagro et al, 2015).…”

Section: Discussionmentioning

confidence: 99%

Adolescent Involvement in Sports Activities and Internalisation of Moral Values

Kromerova

Šukys

2016

Baltic Journal of Sport and Health Sciences

View full text Add to dashboard Cite

Background. Relatively little knowledge is available to date about moral values among adolescents. As participation in sports activities may contribute to positive youth development, this study aims to examine the relations between adolescents’ involvement in sports activities and the internalisation of their moral values. We assessed this relationship with respect to gender as well. Methods. The sample included 385 adolescents (192 girls and 193 boys) between 13 to 16 years of age (M age = 14.6, SD =1.11); 43.4% (n = 167) of the research participants were involved in competitive sports. The studied adolescents had participated in their respective sport for an average of 2.97 (SD = 1.12) years. The internalisation of moral values was assessed using the 24-item adolescent-report Moral Values Internalisation Questionnaire (Hardy, Padilla-Walker, & Carlo, 2008). Four forms of value regulation were assessed (external, introjected, identified and integrated). Overall value internalisation was also evaluated. Results. Significant differences were found between adolescent involvement in sports activities and external regulation (p < .05), introjected regulation (p < .01), identified regulation (p < .05) as well as integrated regulation (p < .01). In depth analyses showed that the four forms of value regulations were higher for the athletes with experience up to three years and tended to be lower in the group of athletes with higher sports experience. The same relationship was established in the sample of boys, but not in that of girls. Conclusions. The research results demonstrated that the identified regulation manifested more than other regulations did (external, introjected and integrated). Adolescent athletes possessed higher points of moral value internalisation in all regulations than adolescent non-athletes. Nevertherless, referring to sports experience, the internalisation forms of moral values of adolescent athletes with more than the three-year sport experience did not differ in comparison with those of adolescent non-athletes. Research results show that the internalisation of moral values for adolescents with higher sports experience is lower compared to that of adolescents with lower sports experience.

show abstract

Motivational Factors in Young Spanish Athletes: A Qualitative Focus Drawing From Self-Determination Theory and Achievement Goal Perspectives

Cited by 26 publications

References 36 publications

Examining the Relationships Between Coaching Practice and Athlete “Outcomes”: A Systematic Review and Critical Realist Critique

Examining the Relationships Between Coaching Practice and Athlete “Outcomes”: A Systematic Review and Critical Realist Critique

Motivational determinants of physical education grades and the intention to practice sport in the future

Adolescent Involvement in Sports Activities and Internalisation of Moral Values

Contact Info

Product

Resources

About