El objetivo de este estudio fue poner a prueba un modelo que examina la secuencia: estilo interpersonal que los deportistas perciben que genera el entrenador, necesidad de competencia (satisfacción y frustración), regulaciones motivacionales, y consecuencias de autoconfianza y ansiedad precompetitivas. También se examinó el papel mediador de la necesidad de competencia y las regulaciones motivacionales. Un conjunto de cuestionarios fue administrado a 239 deportistas de alto rendimiento quienes participaban en una variedad de deportes. Los resultados mostraron un adecuado ajuste del modelo a los datos (S-B c2=35.711, p< .01; RMSEA=.066; NNFI=.904; CFI=.947), e indicaron que el estilo de apoyo a la autonomía por parte del entrenador predice positivamente la satisfacción de la necesidad de competencia (b=.17, p<.05), ésta predice positivamente la motivación autónoma hacia la participación deportiva (b=.23, p<.05), y en sentido inverso la desmotivación (b=-.22, p<.05); en tanto que la motivación autónoma predice la autoconfianza precompetitiva (b=.29, p<.05), y la desmotivación lo hace con la ansiedad precompetitiva en sus dimensiones cognitiva (b=.28, p<.01) y somática (b=.17, p<.05). Por otro lado, el estilo controlador por parte del entrenador, predice positivamente la motivación controlada hacia la participación deportiva (b=.27, p<.05); esta asociación es mediada parcialmente por la frustración de la necesidad de competencia. Los resultados apoyan la importancia del estilo interpersonal de apoyo a la autonomía por parte del entrenador, dado sus efectos sobre la autoconfianza de los deportistas. The aim of this study was to test a model that examines the sequence: interpersonal style that athletes perceive that generates the coach, need for competence (satisfaction and thwarted), motivational regulations, and pre-competitive self-confidence and anxiety consequences. The mediating role of the need for competence and motivational regulations was also discussed. A set of questionnaires was administered to 239 high performance athletes who participated in a variety of sports. The results showed an adequate adjustment of the model to the data (S-B c2=35.711, p< .01; RMSEA=.066; NNFI=.904; CFI=.947), and indicated that the autonomy support coaching style positively predicts the satisfaction of the need for competence (b=.17, p<.05), it positively predicted autonomous motivation to sports participation (b=.23, p<.05), and negatively the amotivation (b=-.22, p<.05); while the autonomous motivation predicts precompetitive self-confidence (b=.29, p<.05), and motivation does the precompetitive anxiety in their cognitive (b=.28, p<.01) and somatic (b=.17, p<.05) dimensions. On the other hand, the controller coaching style predicts positively the controlled motivation to sports participation (b=.27, p<.05); this association is partially mediated by the thwarted need for competence. The results support the importance of autonomy support coaching style due to their effects on self-confidence and precompetitive anxiety of athletes. O objetivo deste estudo é um modelo que examina o seguinte: percepção do estilo interpessoal do treinador, necessidade de competição (satisfação ou frustração), regulamentos motivacionais e consequências da autoconfiança e ansiedade competitiva. papel mediador da necessidade de concorrência e regulamentos motivacionais também examinados. Um conjunto de questionários foi aplicado a 239 atletas de alto desempenho que participaram de uma variedade de esportes. Os resultados mostram um ajuste adequado do modelo para os dados (SBc235 = 35.711, <p <0,01; RMSEA = 0,066; NNFI = 0,904; CFI = 0,947) de quanto à suporte do autonomia do treinador previu positivamente a satisfação da necessidade de competição (b = 0,17, p <0,05), é positivamente previsto para motivação autônoma para uma participação esportiva (b = 0,23, p <0,05), e na direção oposta à desmotivação (b = -. 22, p <0,05); enquanto uma motivação autônoma prediz autoconfiança pré-competitiva (b = 0,29, p <0,05), uma desmotivação prediz ansiedade pré-competitiva cognitiva (b = 0,28, p <0,01) e somática (b = 0,17, p <0,05). Por outro lado, o estilo de controle por parte do treinador predisse positivamente uma motivação controlada em relação à participação no esporte (b = 0,27, p <0,05); Essa associação é parcialmente mediada pela necessidade de competição. Os resultados apóiam a importância do estilo interpessoral de apoio à autonomia do treinador, dados seus efeitos na autoconfiança dos atletas.

Grounded in achievement goal theory and self-determination theory, the aim of this study was to analyze the motivational determinants of precompetitive anxiety in the sports context, considering the horizontal motivational sequence: adaptive social factors (task-involving climate, autonomy support style), competence need, types of motivation (autonomous motivation, controlled motivation, amotivation), and consequences (precompetitive anxiety and self-confidence). This study was also conducted in order to analyze the mediating role of the need for competition and motivational regulations on social factors and consequences. The sample consisted of 217 athletes of both sexes engaged in elite sport, who answered a series of questionnaires to measure study variables to develop an analysis of the structural equation model. The results showed that both the task-involving climate and autonomy support were associated with competence need, and competence need was associated with autonomous motivation in a positive way and with controlled motivation and amotivation in a negative way. On the other hand, autonomous motivation was positively associated with self-confidence, while amotivation was positively related to somatic and cognitive anxiety before a competition. Furthermore, there was a total mediation of competence need and autonomous motivation between task climate and self-confidence. In conclusion, these social factors favor self-confidence, and besides, these climates disfavor anxiety before a sport competition.

The Basic Needs Satisfaction in Sport Scale (BNSSS) is an instrument designed to measure the level of satisfaction of the three basic psychological needs (BPN) in sports, according to The Self-Determination Theory (SDT). The purpose of this research was to adapt BNSSS to Mexican Spanish and analyze its psychometric properties (factorial validity, factorial invariance, internal consistency, convergent validity, and nomological validity). Thus, 542 athletes (average age: 12.06 years; SD = 1.83) were asked to answer a set of questionnaires. Confirmatory factor analyses (CFA) supported both the structure of five related factors and the trifactorial structure after eliminating an item. Nevertheless, the reliability analysis indicated strong internal consistency, and the average variance extracted (AVE) from the subscales was acceptable except for the volition factor, thus supporting the trifactorial model. Scores derived from the instrument’s three-factors offered evidence of the criterion validity, through a positive and meaningful relation with enjoyment and subjective vitality. Moreover, results of multi-sample analysis supported that factorial structure is invariant between men and women. In conclusion, this BNSSS Spanish version displayed adequate psychometric properties, showing that it can be used to measure the three basic psychological needs.

El objetivo de este estudio fue probar un modelo predictivo que analiza la secuencia: preocupaciones perfeccionistas, miedo a fallar, y consecuencias de afectos positivos y negativos en las sesiones de entrenamiento deportivo en niños y adolescentes. Así como analizar el papel mediador del miedo a fallar. De las preocupaciones perfeccionistas nos centramos en el poder relativo de la influencia del perfeccionismo interpersonal, específicamente en dos facetas, presión de los padres y presión del entrenador. Participaron 142 deportistas federados de ambos sexos, con una edad media de 12.5 años (DT = 1.81), quienes respondieron a un conjunto de cuestionarios para medir las variables de estudio. Los resultados mostraron que la percepción de presión que ejercen dos fuentes primarias de evaluación de los deportistas, padres y entrenador, predicen los afectos negativos, sólo si en el deportista se desarrolla el miedo a fallar durante los entrenamientos deportivos. Estudiar simultáneamente el rol de los padres y entrenador es importante, ya que guía futuras intervenciones enfocadas a maximizar la influencia benéfica de los padres y entrenadores. En conclusión, el miedo a fallar es una emoción subjetiva, que tiene antecedentes ambientales -perfeccionismo interpersonal-, y consecuencias afectivas.