The roles of coaches, peers, and parents in athletes' basic psychological needs: A mixed-studies review

Chu, Tsz Lun; Zou, Tao

doi:10.1177/1747954119858458

Cited by 58 publications

(63 citation statements)

References 69 publications

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“…To understand what positive and effective aspects of sports group interactions benefit the well-being and performance of those involved, sport psychology researchers have been thoroughly studying group dynamics in the sports context (Chu & Zhang, 2019;Eys & Brawley, 2018). Their investigation of variables such as leadership (Fransen, Decroos, Broek, & Boen, 2016;Kim & Cruz, 2016), the coach-athlete relationship (Jowett, 2017), parental involvement (Harwood, Knight, Thrower, & Berrow, 2019), collective efficacy (Chow & Feltz, 2007), motivation (Clancy, Herring, MacIntyre, & Campbell, 2016), and group cohesion (Eys & Brawley, 2018) in sports have shown the benefits, risks, and complexities of group membership.…”

Section: Introductionmentioning

confidence: 99%

Group Conflict Questionnaire: Adaptation and Evidences of Validity for Portuguese-Speaking Athletes

et al. 2020

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This research adapted the Group Conflict Questionnaire (GCQ) into Portuguese and provided evidence for its construct validity. Study 1 included four translators and five academics who developed a Portuguese version of the GCQ (P-GCQ). In this phase, we provided evidence for content and construct validity for the scale and for each item using an expert panel in a pilot study with 20 youth athletes. Study 2 included two participant samples (Sample 1, n = 254; Sample 2, n = 351) of Brazilian youth and adult athletes who completed the adapted P-GCQ, providing evidence for the structural aspect of its construct validity via factor analyses. Study 3 included 162 Brazilian athletes who completed the P-GCQ and a measure of team cohesion, from which we provided further evidence of the P-GCQ’s internal and external construct validity, showing that both task and social cohesion were negatively associated with the athletes’ perceptions of group conflict. Overall, we found that the P-GCQ produces valid and reliable scores for Portuguese-speaking athletes; it may now be used confidently by researchers and practitioners interested in assessing group conflict within this population.

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Section: Introductionmentioning

confidence: 99%

Group Conflict Questionnaire: Adaptation and Evidences of Validity for Portuguese-Speaking Athletes

et al. 2020

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“…15 Satisfaction of these three psychological needs (i.e., the “brighter side”) within the sport context increases engagement in practice and positive health-related outcomes, whereas frustration of these three psychological needs (i.e., the “darker side”) leads to disaffection and maladaptive functioning in adolescent athletes. 16 , 17…”

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confidence: 99%

“…Within the context of youth sport, coaches, peers, and parents are significant social agents who influence athletic experience and behaviors, 16 , 18 although coaches are normally the ones who make decisions on the practice content and are more prone to affect athletes’ PA and SB during sport. The social environments created by coaches can positively influence athletes’ motivational outcomes through need satisfaction, though at the same time can contribute to the majority of their negative experiences through need frustration.…”

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confidence: 99%

“…The social environments created by coaches can positively influence athletes’ motivational outcomes through need satisfaction, though at the same time can contribute to the majority of their negative experiences through need frustration. 16 Therefore, further understanding of both positive and negative dimensions of the coach-created environment on athletes’ physical and psychological consequences is warranted in order to optimize their performance.…”

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confidence: 99%

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Perceived coach-created environment directly predicts high school athletes’ physical activity during sport

Chu

Zhang

Lee

et al. 2020

International Journal of Sports Science & Coaching

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Sport participation is an important means for adolescents to achieve moderate-to-vigorous physical activity (MVPA), yet most high school students including athletes do not achieve the 60-minute daily MVPA guideline. As psychosocial factors influence athlete engagement and physical activity during sport, the perceived environment created by coaches could play a role in this influence. Guided by self-determination and achievement goal theories, this four-month prospective study examined the direct and indirect effects of perceived coach-created environment on high school athletes’ MVPA and sedentary behavior (SB) during sport. During the third to fourth week of a sport season, 225 high school athletes ( Mage = 15.24 years) completed a survey assessing perceptions of coach-created empowering and disempowering climates as well as psychological need satisfaction and frustration. Four months later, their MVPA and SB percentage times (%) during sport were measured using accelerometers. Path analyses partially supported our hypothesis, indicating significant direct effects of a perceived empowering climate on need satisfaction (β = .41) and need frustration (β = –.29), and direct effects of a perceived disempowering climate on need frustration (β = .38) and MVPA% (β = –.28). No significant indirect effects on MVPA% or SB% were found. Findings support and provide new insights into the important role of disempowering beyond empowering climates in predicting high school athletes’ PA. Specifically, when coaches display ego-involving and controlling behaviors, high school athletes may disengage during sport and achieve less overall MVPA. Further examination of these relationships using a longitudinal design across more diverse samples is warranted.

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“…In relation to these considerations, and aware of the merits of interventions based on autonomy support (Cheon, Reeve, Lee & Lee, 2018), and because it is still necessary to focus on the factors that participate in the cognitive and social processes that precede the occurrence of physical activity behavior, mainly because the majority of research based on the support to autonomy focuses only on the figure of the teacher as a source of influence, and because the number of investigations that include the family and the peer group is smaller, despite their demonstrated influence on the practice of physical activity. Specifically, parental influence is the least studied in current literature (Chu & Zhang, 2019). The aim of this study was to verify the effect of an educational program implemented with autonomy support and dialogic learning.…”

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Effect of autonomy support and dialogic learning on school children’s physical activity and sport

Hernández

Fabra

Moreno‐Murcia

2020

Scandinavian J Psychology

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Hu escar Hern andez, E., Andr es Fabra, J. A. & Moreno-Murcia, J. A. (2020). Effect of autonomy support and dialogic learning on school children's physical activity and sport. Scandinavian Journal of Psychology, 61, 402-409.This study applies an intervention based on autonomy support through dialogic learning to examine effects on motivation and the promotion of physical activity and sport involvement during schoolchildren's leisure time. One hundred and two primary school students, aged 11-13 years, participated (M = 10.93, SD = 0.75). The sample was divided into two groups: an experimental group (49 students) and a control group (53 students). A quasiexperimental study was conducted in physical education classes over the course of 9 months. Assessments of autonomy support from teachers, family, and peers; basic psychological needs; self-determined motivation in physical education and during leisure time; planned behavior variables; physical activity intention; and estimated and actual physical exercise behavior time were included in the model. Following the intervention, the results revealed that greater autonomy support by the teacher, the family and peers, satisfaction of the basic psychological needs, self-determined motivation during physical education class and during free time, greater perceived control, favorable attitude and intention to engage in physical activity contributed to the explanation of student physical activity involvement. These results suggest that when students receive extensive social support from diverse social agents that essential precursors to physical activity are strengthened and contribute to increased motivation and actual physical activity involvement. Efforts to promote effective communications with students and other pedagogical efforts, such as providing dialogic learning opportunities, should be considered in order to strengthen physical activity motivation and involvement in students.

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The roles of coaches, peers, and parents in athletes' basic psychological needs: A mixed-studies review

Cited by 58 publications

References 69 publications

Group Conflict Questionnaire: Adaptation and Evidences of Validity for Portuguese-Speaking Athletes

Group Conflict Questionnaire: Adaptation and Evidences of Validity for Portuguese-Speaking Athletes

Perceived coach-created environment directly predicts high school athletes’ physical activity during sport

Effect of autonomy support and dialogic learning on school children’s physical activity and sport

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