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Mr. Sergio Diloy
University of Zaragoza

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0 Physical Education
0 physical activity
0 Teaching methods
0 promotion health
0 Motivation (SDT, AGT)

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Journal article
Published: 17 August 2021 in International Journal of Environmental Research and Public Health
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The coach is one of the most influential agents in the sport commitment of youth players. Grounded in self-determination theory (SDT), numerous studies have examined the influence of the coach’s autonomy-supportive behaviours on athletes’ motivation. However, fewer studies have examined the influence of the coach’s controlling behaviours. The aim of this cross-sectional study was to analyse the influence of young soccer players’ perception of their coach’s autonomy-supportive and controlling behaviours on the satisfaction and frustration of their basic psychological needs (BPN) and sport commitment. A total of 203 soccer players (86% boys), aged 10–19 years (M = 14.88; SD = 1.54) participated. Coach autonomy support positively predicted BPN satisfaction which, in turn, positively explained sport commitment. Coach intimidation behaviours positively predicted BPN frustration, which, in turn, negatively explained sport commitment. In cross-relationships, autonomy support negatively explained BPN frustration, while intimidation behaviours and the controlling use of rewards negatively predicted BPN satisfaction. To conclude, these results suggest that it is important for the coach not only to support autonomy, but also to avoid the use of controlling behaviours, especially intimidation and controlling use of rewards, because of their influence on the motivational processes and sport commitment of youth soccer players.

ACS Style

Javier Sevil-Serrano; Ángel Abós; Sergio Diloy-Peña; Pedro L. Egea; Luis García-González. The Influence of the Coach’s Autonomy Support and Controlling Behaviours on Motivation and Sport Commitment of Youth Soccer Players. International Journal of Environmental Research and Public Health 2021, 18, 8699 .

AMA Style

Javier Sevil-Serrano, Ángel Abós, Sergio Diloy-Peña, Pedro L. Egea, Luis García-González. The Influence of the Coach’s Autonomy Support and Controlling Behaviours on Motivation and Sport Commitment of Youth Soccer Players. International Journal of Environmental Research and Public Health. 2021; 18 (16):8699.

Chicago/Turabian Style

Javier Sevil-Serrano; Ángel Abós; Sergio Diloy-Peña; Pedro L. Egea; Luis García-González. 2021. "The Influence of the Coach’s Autonomy Support and Controlling Behaviours on Motivation and Sport Commitment of Youth Soccer Players." International Journal of Environmental Research and Public Health 18, no. 16: 8699.

Journal article
Published: 26 December 2020 in International Journal of Environmental Research and Public Health
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Grounded in self-determination theory, this pre-experimental study analyzed the effects of a hybrid teaching games for understanding/sport education (TGfU/SE) volleyball teaching unit on students’ motivational outcomes, using a mixed-method approach. It also examined whether the intervention was equally effective for boys and girls. Participants were 53 secondary school students (Mage = 15.50, SDage = 0.57) who were taught through a hybrid TGfU/SE unit. The structure of this unit was designed according to the characteristics of SE model, while learning tasks were designed by using the pedagogical principles of TGfU model. Both self-reported validated questionnaires and focus groups were used before and after intervention to assess students’ motivational responses. After the hybrid TGfU/SE unit, both quantitative and qualitative findings showed improvements in students’ perceptions of need-support from the physical education (PE) teacher, basic psychological needs satisfaction, novelty, and variety satisfaction, as well as intrinsic motivation compared to baseline values. Although the hybrid TGfU/SE unit was effective in both genders, a large effect size was found for girls. Despite the existence of social and cultural stereotypes in team sports such as volleyball in favor of boys, results highlight the importance of developing hybrid TGfU/SE units to improve students’ motivational outcomes, especially in girls.

ACS Style

Alexander Gil-Arias; Sergio Diloy-Peña; Javier Sevil-Serrano; Luis García-González; Ángel Abós. A Hybrid TGfU/SE Volleyball Teaching Unit for Enhancing Motivation in Physical Education: A Mixed-Method Approach. International Journal of Environmental Research and Public Health 2020, 18, 110 .

AMA Style

Alexander Gil-Arias, Sergio Diloy-Peña, Javier Sevil-Serrano, Luis García-González, Ángel Abós. A Hybrid TGfU/SE Volleyball Teaching Unit for Enhancing Motivation in Physical Education: A Mixed-Method Approach. International Journal of Environmental Research and Public Health. 2020; 18 (1):110.

Chicago/Turabian Style

Alexander Gil-Arias; Sergio Diloy-Peña; Javier Sevil-Serrano; Luis García-González; Ángel Abós. 2020. "A Hybrid TGfU/SE Volleyball Teaching Unit for Enhancing Motivation in Physical Education: A Mixed-Method Approach." International Journal of Environmental Research and Public Health 18, no. 1: 110.

Journal article
Published: 31 July 2020 in Sustainability
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Grounded in Self-Determination Theory (SDT), this study aims to examine whether the effects of a hybrid Sport Education (SE)/Teaching Games for Understanding (TGfU) a volleyball teaching unit were equally effective on a set of SDT-related variables according to students’ initial motivations. A pre-experimental pre-/post-test design without a control group was conducted in a volleyball teaching unit in Physical Education. A final sample of 49 students (M = 15.50, SD = 0.57), in their fourth year of secondary education, participated in a hybrid SE/TGfU volleyball teaching unit composed of 10 lessons. The structure of this unit was designed according to the characteristics of an SE model, while learning tasks were designed using the TGfU model. Different validated questionnaires on basic psychological need (BPN) support and satisfaction, novelty and variety satisfaction, motivation, and intention to be physically active were completed by students. Three different profiles with different Relative Autonomy Index (RAI) levels (i.e., “high”, “moderate”, and “low”) were identified through cluster analysis before starting the intervention. Although the SE/TGfU of a volleyball teaching unit were effective in improving SDT-related variables in the three profiles identified, a large effect size was observed in profiles with a “moderate” or “low” RAI. The hybridization of these two pedagogical models could be a tool for improving motivational outcomes in students who are less motivated in Physical Education lessons.

ACS Style

Luis García-González; Ángel Abós; Sergio Diloy-Peña; Alexander Gil-Arias; Javier Sevil-Serrano. Can a Hybrid Sport Education/Teaching Games for Understanding Volleyball Unit Be More Effective in Less Motivated Students? An Examination into a Set of Motivation-Related Variables. Sustainability 2020, 12, 6170 .

AMA Style

Luis García-González, Ángel Abós, Sergio Diloy-Peña, Alexander Gil-Arias, Javier Sevil-Serrano. Can a Hybrid Sport Education/Teaching Games for Understanding Volleyball Unit Be More Effective in Less Motivated Students? An Examination into a Set of Motivation-Related Variables. Sustainability. 2020; 12 (15):6170.

Chicago/Turabian Style

Luis García-González; Ángel Abós; Sergio Diloy-Peña; Alexander Gil-Arias; Javier Sevil-Serrano. 2020. "Can a Hybrid Sport Education/Teaching Games for Understanding Volleyball Unit Be More Effective in Less Motivated Students? An Examination into a Set of Motivation-Related Variables." Sustainability 12, no. 15: 6170.