Perceived coach-autonomy support, basic need satisfaction and the well- and ill-being of elite youth soccer players: A longitudinal investigation

Abstract

Results: Multi-level regression analyses revealed that perceptions of coach autonomy support positively predicted within-person changes and between-person mean differences in basic need satisfaction and well-being over time. Satisfaction scores for the needs for competence and relatedness were found to predict within-person changes in subjective vitality. These same needs partially mediated the coach autonomy support-subjective vitality link over the two seasons. Conclusions:The findings partially support the tenets of BNT, and are discussed in terms of their practical application to participants involved in an elite youth sport setting.

The balance of intrinsic need satisfaction across contexts as a predictor of depressive symptoms in children and adolescents

“…There has been much empirical evidence to support the association between satisfaction of intrinsic needs and various indices of psychological well-being, such as momentary happiness (Howell, et al, 2011), vitality, positive affect (Adie, Duda, & Ntoumanis, 2012;Bartholomew, Ntoumanis, Ryan, Bosch, & Thogersen-Ntoumani, 2011;Milyavskaya & Koestner, 2011;Reis, Sheldon, Gable, Roscoe, & Ryan, 2000;Sheldon, Ryan, & Reis, 1996), self-esteem (Amarose, Anderson-Butcher, & Cooper, 2009;Heppner, et al, 2008;Ilardi, Leone, Kasser, & Ryan, 1993), relationship functioning and quality (Patrick, Knee, Canevello, & Lonsbary, 2007), and security of attachment (La Guardia, Ryan, Couchman, & Deci, 2000). Furthermore, there is empirical evidence to suggest that when needs are not fulfilled, negative psychological consequences result such as unhappiness, dissatisfaction with life, lack of selfactualization (Meyer, Enstrom, Harstveit, Bowles, & Beevers, 2007), disordered eating, burnout, depression, anxiety, negative affect, and physical symptoms (Baard, Deci, & Ryan, 2004;Bartholomew et al, 2011;Quested et al, 2011;Thøgersen-Ntoumani, Ntoumanis, & Nikitaras, 2010).…”

“…From dancers, to factory workers, to athletes, to models-findings point to the strong predictive ability of need satisfaction (Adie, et al, 2012;Ilardi et al, 1993;Meyer et al, 2007;Quested et al, 2011). Although SDT makes well-being predictions across the lifespan, intrinsic needs research predicting depressive symptomatology has been relatively sparse in child and adolescent samples.…”

Autonomie als Prädiktor intrinsischer Motivation im Schulsport

“…Die positiven Effekte von Autonomieunterstützung zeigen sich im Arbeits- (Baard, Deci & Ryan, 2004;Güntert, 2015;Lynch, Plant & Ryan, 2005;Nie, Chua, Yeung, Ryan & Chan, 2015;Williams et al, 2009) und Schulkontext (Hagger & Chatzisarantis, 2015;Sheldon & Krieger, 2007;Vansteenkiste, Simons, Lens, Soenens & Matos, 2005). Auch Studien im Sportkontext zeigen, dass autonomieunterstüt-zendes Verhalten von Sportlehrpersonen mit mehr Motivation, höherem Wohlbefinden und einer größeren Persistenz beim Training einhergeht (Adie et al, 2008;Adie, Duda & Ntoumanis, 2012;Edmunds, Ntoumanis & Duda, 2006;Fenton et al, 2016;How, Whipp, Dimmock & Jackson, 2013). Da in der Selbstbestimmungstheorie das Erleben von Autonomie als ein universales Grundbedürf-nis konzeptualisiert ist, wird individuellen Unterschieden kaum Beachtung geschenkt (Schüler, Brandstätter & Sheldon, 2013).…”

Adaptación Y Validación Española Del Controlling Coach Behaviors Scale (Ccbs)

“…Por ello, según las investigaciones surgidas desde la TAD, tanto a nivel internacional como nacional (Adie, Duda y Ntoumanis, 2012;Hagger, Chatzisarantis, Hein, Pihu, Soós y Karsai, 2007;Ferguson, Kasser y Jahng, 2011;Moreno-Murcia, Conde y Sáenz-López, 2012; Moreno, Hernández y González-Cutre, 2009), han demostrado que un estilo impersonal donde el docente fomente el apoyo a la autonomía está relacionado con las formas de motivación más autodeterminadas (eg, motivación intrínseca, regulación integrada y/o regulación identificada). En concreto, un estilo interpersonal de apoyo autonomía mejoraría la motivación más autodeterminada de los estudiantes, ya que contribuye a la satisfacción de las tres necesidades psicológicas como son la autonomía (el grado en que los individuos se sienten responsables del inicio de su comportamiento), la competencia (el grado en que los individuos son capaces de alcanzar sus objetivos deseados) y la relación con los demás (el grado en que las personas se sienten integrados en el grupo).…”