scholarly journals The Importance of Coaches’ Autonomy Support in the Leisure Experience and Well-Being of Young Footballers

2018 ◽  
Vol 9 ◽  
Author(s):  
Isabel Balaguer ◽  
Isabel Castillo ◽  
Ricardo Cuevas ◽  
Francisco Atienza
Keyword(s):  
Autonomy Support ◽  
Well Being ◽  
Leisure Experience

Relationships Between Perfectionism, Stress, and Basic Need Support Provision in Dance Teachers and Aesthetic Sport Coaches

2021 ◽  
Author(s):  
Sanna M. Nordin-Bates ◽  
Gareth Jowett
Keyword(s):  
Perceived Stress ◽  
Autonomy Support ◽  
Structural Equation ◽  
Basic Needs ◽  
Well Being ◽  
Performance Outcomes ◽  
Equation Modeling ◽  
Dance Teachers ◽  
Socially Prescribed Perfectionism ◽  
Sport Coaches

A substantial body of evidence links perfectionism to well-being and performance outcomes in dancers and athletes. Yet, we know relatively little about leaders’ perfectionism in dance and sport. This is important because leaders’ perfectionism likely impacts both themselves and their performers. In this study, we examined relationships between leader perfectionism, their provision of basic needs support, and whether stress explains these relationships. Aesthetic activity leaders (N = 463; n = 336 dance teachers, n = 127 aesthetic sport coaches, and n = 376 female; Mean age = 35.47 and SD = 12.46 years) completed an online questionnaire measuring multidimensional perfectionism (self-oriented perfectionism, SOP; socially prescribed perfectionism, SPP; and other-oriented perfectionism, OOP), self-reported provision of basic needs support (autonomy, competence, and relatedness), and perceived stress. Correlations suggested that leaders displaying higher levels of any perfectionism dimension (SOP, SPP, and OOP) provided less support for autonomy and perceived higher levels of stress. Leaders displaying higher levels of SPP also reported providing less support for competence. Structural equation modeling revealed that perceived stress partially mediated the relationships between perfectionism and provision of basic needs support. Socially prescribed perfectionism shared a negative indirect relationship with autonomy support as well as negative direct and indirect relationships with competence support, both via perceived stress. By contrast, OOP shared positive indirect relationships with autonomy support and competence support via perceived stress. Based on these findings, it would be prudent for dance and sport organizations to minimize pressures on leaders to be perfect, help them identify how their perfectionism impacts both themselves and others, and work with them to optimize basic needs support.

scholarly journals Need-supportiveness and athlete well-being: Coaches' competence-support at risk in the elite sport context throughout the season

2019 ◽  
Author(s):  
Hedda Berntsen ◽  
Andreas Ivarsson ◽  
Elsa Kristiansen
Keyword(s):  
At Risk ◽  
Growth Curve ◽  
Autonomy Support ◽  
Well Being ◽  
Potential Change ◽  
Support Needs ◽  
Elite Sport ◽  
Winter Sport ◽  
Need Support ◽  
Academic Year

The aim of this study was to explore how coaches’ behaviour affected athletes’ well-being by examine: (a) the potential change in perceptions of need-support from the coach (over an academic year), and (b) the within-person relationship between the three aspects of need-supportiveness and subjective vitality at the end of the winter sport season. 102 youth elite student athletes completed ta questionnaire three times. Bayesian growth curve analyses showed that the levels of relatedness and autonomy support were stable and high throughout the year. In contrast, competence support decreased during the season. In addition, the results showed a credible positive within-person relationship between changes in all three facets of need-supportiveness from the coach and vitality measured at the end of the season which support SDT tenets. These findings indicate the importance of need-support for athletes' wellbeing, and that competence support needs extra attention in the elite sport context where the competence need is constantly challenged.

scholarly journals Emotion, Psychological Well-Being and Their Influence on Resilience. A Study with Semi-Professional Athletes

2019 ◽  
Vol 16 (21) ◽  
pp. 4192 ◽  
Author(s):  
Rubén Trigueros ◽  
José M. Aguilar-Parra ◽  
Joaquín F. Álvarez ◽  
Jerónimo J. González-Bernal ◽  
Remedios López-Liria
Keyword(s):  
Emotional Intelligence ◽  
Perceived Control ◽  
Autonomy Support ◽  
Well Being ◽  
Self Esteem ◽  
Structural Equations ◽  
Professional Athletes ◽  
Social Aspects ◽  
Psychological Well Being ◽  
Structural Equations Model

The objective of the present study is to analyze the influence of coaches on emotional intelligence and on levels of anxiety, motivation, self-esteem, and resilience among athletes. Five-hundred forty-seven semi-professional athletes between the ages of 16 and 19 participated in this study. Various statistical analyses were conducted which explain the causal relationships between the variables. The results, obtained using a structural equations model, find that while autonomy support positively predicts emotional intelligence, perceived control predicts it negatively. Moreover, emotional intelligence positively predicts self-esteem and self-determined motivation, but negatively predicts anxiety. Other results show that self-esteem positively predicts self-determined motivation, whereas anxiety predicts it negatively. Finally, self-determined motivation positively predicts resilience. Indeed, the study demonstrates the influence and the importance of coaches in relation to the emotional intelligence, psychological well-being, and motivational processes of adolescent athletes when the latter engage in their respective sports. These results help to better understand how different behavioral, emotional, and social aspects belonging to the athlete interrelate with one another during competition.

scholarly journals Differential effects of perceptions of equal, favourable and unfavourable autonomy support on educational and well-being outcomes

2019 ◽  
Vol 58 ◽  
pp. 33-43
Author(s):  
Nikos L.D. Chatzisarantis ◽  
Elif Nilay Ada ◽  
Malek Ahmadi ◽  
Nerina Caltabiano ◽  
Deming Wang ◽  
...  
Keyword(s):  
Autonomy Support ◽  
Well Being ◽  
Differential Effects

Teaching Music to Support Students: How Autonomy-Supportive Music Teachers Increase Students’ Well-Being

2020 ◽  
Vol 68 (1) ◽  
pp. 97-119 ◽  
Author(s):  
Arielle Bonneville-Roussy ◽  
Emese Hruska ◽  
Hayley Trower
Keyword(s):  
Music Education ◽  
Autonomy Support ◽  
Music Teachers ◽  
Music Performance ◽  
Well Being ◽  
Music Students ◽  
Teacher Student Relationships ◽  
Teacher Student ◽  
Teachers And Students ◽  
Performance Teachers

According to self-determination theory (SDT), the learning experiences of music students can be explained partly by the autonomy-supportive style adopted by their music teachers. To provide the first in-depth understanding of how music performance teachers support the autonomy of their students and how this support is related to students’ well-being, we adopted SDT and the PERMA model of well-being. We provide answers to three fundamental questions about teacher-student relationships in music: (1) Do music performance teachers support the autonomy of their students in higher music education? (2) How do students perceive this support? and (3) How does autonomy support affect music students’ well-being? Music performance teachers ( n = 35) and students ( n = 190) were recruited from higher music education institutions in the United Kingdom. Analyses included mean comparisons of teachers’ and students’ answers to survey questions, correlational analyses of teacher-student dyads’ responses on measures, and qualitative analyses of open-ended questions. Results showed that teachers and students mostly agreed that teachers provide autonomy support to their students. Teachers’ transmission of passion for music and autonomy-supportive behaviors were related to students’ well-being, whereas controlling behaviors hindered well-being. Qualitative results showed that although students put well-being at the core of their concerns, music teachers seemed unaware or ill-prepared to face those concerns.

scholarly journals Motivational profiles related to the academic satisfaction of university students

2019 ◽  
Vol 35 (3) ◽  
pp. 464-471
Author(s):  
Jorge Vergara-Morales ◽  
Milenko Del Valle ◽  
Alejandro Díaz ◽  
Lennia Matos ◽  
María-Victoria Pérez
Keyword(s):  
Cluster Analysis ◽  
University Students ◽  
Autonomy Support ◽  
Autonomous Motivation ◽  
Well Being ◽  
Poor Quality ◽  
Academic Satisfaction ◽  
Motivational Profiles ◽  
Post Hoc ◽  
Estudiantes Universitarios

Los objetivos del estudio fueron identificar los perfiles motivacionales de estudiantes universitarios y evaluar sus diferencias en cuanto a la satisfacción académica. Los participantes fueron 882 estudiantes con edades comprendidas entre los 17 y 50 años, procedentes de nueve universidades chilenas. Los perfiles motivacionales se identificaron mediante análisis de conglomerados, siguiendo la combinación de métodos jerárquicos y no jerárquicos. El análisis de conglomerados se realizó incluyendo las siguientes variables motivacionales: (1) motivación autónoma, (2) motivación controlada, (3) percepción de apoyo a la autonomía, y (4) percepción de control de la autonomía. Las diferencias entre los perfiles se evaluaron a través de la prueba Anova unifactorial, considerando el cálculo del tamaño del efecto y el análisis post-hoc de Games-Howell. Los resultados del análisis de conglomerados apoyaron una solución de cuatro perfiles motivacionales: mala calidad (n = 167), baja cantidad (n = 144), buena calidad (n = 333), y alta cantidad (n = 238). Además, los estudiantes agrupados en los perfiles con mayores niveles de autonomía para el aprendizaje, presentaron los niveles más altos de satisfacción académica. Como conclusión, se destaca la importancia que tienen los factores motivacionales para facilitar el desarrollo del bienestar de los estudiantes universitarios. The aims of the study were to identify the motivational profiles of university students and to assess their differences according the academic satisfaction. The participants were 882 students aged 17 to 50, from nine Chilean universities. Motivational profiles were identified by cluster analysis, following the combination of hierarchical and non-hierarchical methods. The cluster analysis was perform including the following motivational variables: (1) autonomous motivation, (2) controlled motivation, (3) perception of autonomy support, and (4) perception of autonomy control. The differences among the profiles were assessed through the one way Anova test, considering the effect size calculation, and the Games-Howell post-hoc analysis. The cluster analysis results supported a four motivational profiles solution: poor quality (n = 167), low quantity (n = 144), good quality (n = 333), and high quantity (n = 238). Moreover, students grouped into profiles with higher levels of autonomy for learning, presented the highest levels of academic satisfaction. In conclusion, the importance of motivational factors to facilitate the development of university students’ well-being is highlighted.

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