737
Views
2
CrossRef citations to date
0
Altmetric
Articles

Athletes’ motivational and emotional outcomes related to a Need-Supportive intervention in intensive training centers

ORCID Icon, ORCID Icon, ORCID Icon & ORCID Icon
Pages 1206-1226 | Received 25 Sep 2020, Accepted 07 Jun 2021, Published online: 21 Jul 2021

References

  • Bartholomew, K. J., Ntoumanis, N., Ryan, R. M., Bosch, J. A., & Thøgersen-Ntoumani, C. (2011). Self-determination theory and diminished functioning: The role of interpersonal control and psychological need thwarting. Personality & Social Psychology Bulletin, 37(11), 1459–1473. https://doi.org/10.1177/0146167211413125
  • Bates, D., Maechler, M., Bolker, B., Walker, S. (2014). Lme4: Linear mixed effects models using Eigen and S4. R package version 1.0-6. http://CRAN.R378project.org/package=lme4
  • Carpentier, J., & Mageau, G. A. (2013). When change-oriented feedback enhances motivation, well-being and performance: A look at autonomy-supportive feedback in sport. Psychology of Sport and Exercise, 14(3), 423–435. https://doi.org/10.1016/j.psychsport.2013.01.003
  • Cece, V., Duchesne, M., Guillet-Descas, E., & Martinent, G. (2020). Self-determined motivation, emotional process and subjective performance among young elite athletes: A longitudinal hierarchical linear modelling approach. European Journal of Sport Science, 20(9), 1255–1213. https://doi.org/10.1080/17461391.2019.1709562
  • Cece, V., Guillet-Descas, E., Nicaise, V., Lienhart, N., & Martinent, G. (2019). Longitudinal trajectories of emotions among young athletes involving in intense training centres: Do emotional intelligence and emotional regulation matter? Psychology of Sport and Exercise, 43, 128–136. https://doi.org/10.1016/j.psychsport.2019.01.011
  • Cece, V., Lienhart, N., Nicaise, V., Guillet-Descas, E., & Martinent, G. (2019). Longitudinal sport motivation among young athletes in intensive training settings: Using methodological advances to explore temporal structure of youth behavioral regulation in sport questionnaire scores. Journal of Sport & Exercise Psychology, 41(1), 24–35. https://doi.org/10.1123/jsep.2017-0194
  • Cerin, E., Szabo, A., Hunt, N., & Williams, C. (2000). Temporal patterning of competitive emotions: A critical review. Journal of Sports Sciences, 18(8), 605–626. https://doi.org/10.1080/02640410050082314
  • Cheon, S. H., Reeve, J., Lee, J., & Lee, Y. (2015). Giving and receiving autonomy support in a high-stakes sport context: A field-based experiment during the 2012 London Paralympic Games. Psychology of Sport and Exercise, 19, 59–69. https://doi.org/10.1016/j.psychsport.2015.02.007
  • Cummins, R. A., & Gullone, E. (2000). Why we should not use 5-point Likert scales: The case for subjective quality of life measurement. Proceedings, Second International Conference on Quality of Life in Cities, 74–93.
  • Curran, T., Appleton, P. R., Hill, A. P., & Hall, H. K. (2013). The mediating role of psychological need satisfaction in relationships between types of passion for sport and athlete burnout. Journal of Sports Sciences, 31(6), 597–606. https://doi.org/10.1080/02640414.2012.742956
  • Deci, E. L., & Ryan, R. M. (2000). The “what” and “why” of goal pursuits: Human needs and the self-determination of behavior. Psychological Inquiry, 11(4), 227–268. https://doi.org/10.1207/S15327965PLI1104_01
  • Deci, E. L., & Ryan, R. M. (2008). Self-determination theory: A macrotheory of human motivation, development, and health. Canadian Psychology/Psychologie Canadienne, 49(3), 182–185. https://doi.org/10.1037/a0012801
  • Doron, J., & Martinent, G. (2016). Trajectories of psychological states of women elite fencers during the final stages of international matches. Journal of Sports Sciences, 34(9), 836–842. https://doi.org/10.1080/02640414.2015.1075056
  • Escriva-Boulley, G., Tessier, D., Ntoumanis, N., & Sarrazin, P. (2018). Need-supportive professional development in elementary school physical education: Effects of a cluster-randomized control trial on teachers’ motivating style and student physical activity. Sport, Exercise, and Performance Psychology, 7(2), 218–234. https://doi.org/10.1037/spy0000119
  • Gaudreau, P., Amiot, C. E., & Vallerand, R. J. (2009). Trajectories of affective states in adolescent hockey players: Turning point and motivational antecedents. Developmental Psychology, 45(2), 307–319. https://doi.org/10.1037/a0014134
  • Gillet, N., Rosnet, E., & Vallerand, R. J. (2008). Développement d’une échelle de satisfaction des besoins fondamentaux en contexte sportif. Canadian Journal of Behavioural Science / Revue Canadienne Des Sciences du Comportement, 40(4), 230–237. https://doi.org/10.1037/a0013201
  • Haerens, L., Aelterman, N., Vansteenkiste, M., Soenens, B., & Van Petegem, S. (2015). Do perceived autonomy-supportive and controlling teaching relate to physical education students’ motivational experiences through unique pathways? Distinguishing between the bright and dark side of motivation. Psychology of Sport and Exercise, 16, 26–36. https://doi.org/10.1016/j.psychsport.2014.08.013
  • Hagger, M. S., & Chatzisarantis, N. L. D. (2007). Advances in self-determination theory research in sport and exercise. Psychology of Sport and Exercise, 8(5), 597–599. https://doi.org/10.1016/j.psychsport.2007.06.003
  • Hollembeak, J., & Amorose, A. J. (2005). Perceived coaching behaviors and college athletes’ intrinsic motivation: A test of self-determination theory. Journal of Applied Sport Psychology, 17(1), 20–36. https://doi.org/10.1080/10413200590907540
  • Jones, M., Lane, A. M., Bray, S. R., Uphill, M., & Catlin, J. (2005). Development and validation of the sport emotion questionnaire. Journal of Sport and Exercise Psychology, 27(4), 407–431. https://doi.org/10.1123/jsep.27.4.407
  • Katz, I., & Assor, A. (2007). When choice motivates and when it does not. Educational Psychology Review, 19(4), 429–442. https://doi.org/10.1007/s10648-006-9027-y
  • Katz, B. A., Lustig, N., Assis, Y., & Yovel, I. (2017). Measuring regulation in the here and now: The development and validation of the State Emotion Regulation Inventory (SERI). Psychological Assessment, 29(10), 1235–1248. https://doi.org/10.1037/pas0000420
  • Langan, E., Blake, C., & Lonsdale, C. (2013). Systematic review of the effectiveness of interpersonal coach education interventions on athlete outcomes. Psychology of Sport and Exercise, 14(1), 37–49. https://doi.org/10.1016/j.psychsport.2012.06.007
  • Langan, E., Toner, J., Blake, C., & Lonsdale, C. (2015). Testing the effects of a self-determination theory-based intervention with youth Gaelic football coaches on athlete motivation and burnout. The Sport Psychologist, 29(4), 293–301. https://doi.org/10.1123/tsp.2013-0107
  • Langdon, J. L., Schlote, R., Melton, B., & Tessier, D. (2017). Effectiveness of a need supportive teaching training program on the developmental change process of graduate teaching assistants’ created motivational climate. Psychology of Sport and Exercise, 28, 11–23. https://doi.org/10.1016/j.psychsport.2016.09.008
  • Larsen, T., Van Hoye, A., Tjomsland, H. E., Holsen, I., Wold, B., Heuzé, J.-P., Samdal, O., & Sarrazin, P. (2015). Creating a supportive environment among youth football players: A qualitative study of French and Norwegian youth grassroots football coaches. Health Education, 115(6), 570–586. https://doi.org/10.1108/HE-04-2014-0054
  • Lazarus, R. S. (2000). How emotions influence performance in competitive sports. The Sport Psychologist, 14(3), 229–252. https://doi.org/10.1123/tsp.14.3.229
  • Leung, S.-O. (2011). A comparison of psychometric properties and normality in 4-, 5-, 6-, and 11-Point Likert scales. Journal of Social Service Research, 37(4), 412–421. https://doi.org/10.1080/01488376.2011.580697
  • Lonsdale, C., Hodge, K., & Rose, E. A. (2008). The Behavioral Regulation in Sport Questionnaire (BRSQ): Instrument development and initial validity evidence. Journal of Sport & Exercise Psychology, 30(3), 323–355. https://doi.org/10.1123/jsep.30.3.323
  • Martinent, G., Gareau, A., Lienhart, N., Nicaise, V., & Guillet-Descas, E. (2018). Emotion profiles and their motivational antecedents among adolescent athletes in intensive training settings. Psychology of Sport and Exercise, 35, 198–206. https://doi.org/10.1016/j.psychsport.2018.01.001
  • Martinent, G., Guillet-Descas, E., & Moiret, S. (2015). Reliability and validity evidence for the French Psychological Need Thwarting Scale (PNTS) scores: Significance of a distinction between thwarting and satisfaction of basic psychological needs. Psychology of Sport and Exercise, 20, 29–39. https://doi.org/10.1016/j.psychsport.2015.04.005
  • Martinent, G., Louvet, B., & Decret, J.-C. (2020). Longitudinal trajectories of athlete burnout among young table tennis players: A 3-wave study. Journal of Sport and Health Science, 9(4), 367–375. https://doi.org/10.1016/j.jshs.2016.09.003
  • Olusoga, P., Maynard, I., Hays, K., & Butt, J. (2012). Coaching under pressure: A study of Olympic coaches. Journal of Sports Sciences, 30(3), 229–239. https://doi.org/10.1080/02640414.2011.639384
  • Ptacek, J. T., Smith, R. E., Espe, K., & Raffety, B. (1994). Limited correspondence between daily coping reports and restrospective coping recall. Psychological Assessment, 6(1), 41–49. https://doi.org/10.1037/1040-3590.6.1.41
  • Rajšp, A., & Fister, I. (2020). A systematic literature review of intelligent data analysis methods for smart sport training. Applied Sciences, 10(9), 3013. https://doi.org/10.3390/app10093013
  • Reeve, J. (2009). Understanding motivation and emotion (5th ed). John Wiley & Sons.
  • Reeve, J. (2016). Autonomy-supportive teaching: What it is, how to do it. In W. C. Liu, J. C. K. Wang, & R. M. Ryan (Eds.), Building autonomous learners (pp. 129–152). Springer.
  • Reeve, J., & Jang, H. (2006). What teachers say and do to support students’ autonomy during a learning activity. Journal of Educational Psychology, 98(1), 209–218. https://doi.org/10.1037/0022-0663.98.1.209
  • Reynders, B., Vansteenkiste, M., Van Puyenbroeck, S., Aelterman, N., De Backer, M., Delrue, J., De Muynck, G.-J., Fransen, K., Haerens, L., & Broek, G. V. (2019). Coaching the coach: Intervention effects on need-supportive coaching behavior and athlete motivation and engagement. Psychology of Sport and Exercise, 43, 288–300. https://doi.org/10.1016/j.psychsport.2019.04.002
  • Rocchi, M. A., Pelletier, L. G., & Lauren Couture, A. (2013). Determinants of coach motivation and autonomy supportive coaching behaviours. Psychology of Sport and Exercise, 14(6), 852–859. https://doi.org/10.1016/j.psychsport.2013.07.002
  • Ryan, R. M. (1995). Psychological needs and the facilitation of integrative processes. Journal of Personality, 63(3), 397–427. https://doi.org/10.1111/j.1467-6494.1995.tb00501.x
  • Ryan, R. M., & Deci, E. L. (2017). Self-determination theory: Basic psychological needs in motivation, development, and wellness. Guilford Press.
  • Singer, J. D., & Willett, J. B. (2003). Doing data analysis with the multilevel model for change. In J. D. Singer &, J. B. Wilett (Eds.), Applied Longitudinal Data Analysis: Modeling Change and Event Occurrence (pp. 96–97). Oxford University Press.
  • Smith, N., Tessier, D., Tzioumakis, Y., Quested, E., Appleton, P., Sarrazin, P., Papaioannou, A., & Duda, J. L. (2015). Development and validation of the multidimensional motivational climate observation system. Journal of Sport & Exercise Psychology, 37(1), 4–22. https://doi.org/10.1123/jsep.2014-0059
  • Snijders, T. A. B., & Bosker, R. J. (1993). Standard errors and sample sizes for two-level research. Journal of Educational Statistics, 18(3), 237–259. https://doi.org/10.3102/10769986018003237
  • Stenling, A., Ivarsson, A., Lindwall, M., & Gucciardi, D. F. (2018). Exploring longitudinal measurement invariance and the continuum hypothesis in the Swedish version of the Behavioral Regulation in Sport Questionnaire (BRSQ): An exploratory structural equation modeling approach. Psychology of Sport and Exercise, 36, 187–196. https://doi.org/10.1016/j.psychsport.2018.03.002
  • Stroet, K., Opdenakker, M.-C., & Minnaert, A. (2013). Effects of need supportive teaching on early adolescents’ motivation and engagement: A review of the literature. Educational Research Review, 9, 65–87. https://doi.org/10.1016/j.edurev.2012.11.003
  • Su, Y. L., & Reeve, J. (2011). A meta-analysis of the effectiveness of intervention programs designed to support autonomy. Educational Psychology Review, 23(1), 159–188. https://doi.org/10.1007/s10648-010-9142-7
  • Swann, C., Moran, A., & Piggott, D. (2015). Defining elite athletes: Issues in the study of expert performance in sport psychology. Psychology of Sport and Exercise, 16, 3–14. https://doi.org/10.1016/j.psychsport.2014.07.004
  • Tessier, D., Sarrazin, P., & Ntoumanis, N. (2008). The effects of an experimental programme to support students’ autonomy on the overt behaviours of physical education teachers. European Journal of Psychology of Education, 23(3), 239–253. https://doi.org/10.1007/BF03172998
  • Thissen, D., Steinberg, L., & Kuang, D. (2002). Quick and easy implementation of the Benjamini-Hochberg procedure for controlling the false positive rate in multiple comparisons. Journal of Educational and Behavioral Statistics, 27(1), 77–83. https://doi.org/10.3102/10769986027001077
  • van Doorn, J., Lemon, K. N., Mittal, V., Nass, S., Pick, D., Pirner, P., & Verhoef, P. C. (2010). Customer engagement behavior: Theoretical foundations and research directions. Journal of Service Research, 13(3), 253–266. https://doi.org/10.1177/1094670510375599
  • Wang, M., Beal, D. J., Chan, D., Newman, D. A., Vancouver, J. B., & Vandenberg, R. J. (2017). Longitudinal research: A panel discussion on conceptual issues, research design, and statistical techniques. Work, Aging and Retirement, 3(1), 1–24. https://doi.org/10.1093/workar/waw033

Reprints and Corporate Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

To request a reprint or corporate permissions for this article, please click on the relevant link below:

Academic Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

Obtain permissions instantly via Rightslink by clicking on the button below:

If you are unable to obtain permissions via Rightslink, please complete and submit this Permissions form. For more information, please visit our Permissions help page.