Abstract
The purpose of the study is to examine the effects of the motivational climate created by the coach and perceived by a group of young handball players on their goal orientations, their beliefs regarding reasons for success and their self-satisfaction. The study participants were 159 young handball players. Players were administered a battery composed of tests to measure the above-mentioned motivational constructs. Results showed that a perceived mastery-oriented motivational climate was positively related to a task-centered goal orientation, enjoyment, and a belief that success may be achieved through effort. In contrast, a perceived performance-orientated training climate was linked to an ego-centered goal orientation, boredom, or lack of enthusiasm, and a belief that the routes of success in this sport are the abilities and the use of deception techniques. On the whole, this study underlines the educational role of the coach in young handball players. Specifically, the coach’s socializing role influences both handball player’s commitment and positive motivational profile as well as sport performance.
Highlights
Coaches, parents, peers, and media all play a key role in sport motivation by contributing to influence young or adult athlete performance
A current line of research examines the important role played by the coach and its impact on the motivational climate in the team following the framework of achievement goal theory (Duda, 2001; Duda and Balaguer, 2007; Torregrosa et al, 2008; Granero-Gallegos et al, 2012; Gómez-López et al, 2013, 2014; Nicholls et al, 2016)
The present study examines the effects of the motivational climate created by the coach and perceived by a group of young handball players on their goal orientations, their beliefs regarding reasons for success, and their self-satisfaction
Summary
Parents, peers, and media all play a key role in sport motivation by contributing to influence young or adult athlete performance. A current line of research examines the important role played by the coach and its impact on the motivational climate in the team following the framework of achievement goal theory (Duda, 2001; Duda and Balaguer, 2007; Torregrosa et al, 2008; Granero-Gallegos et al, 2012; Gómez-López et al, 2013, 2014; Nicholls et al, 2016). Coaches interact for many hours with their players both in training sessions and competition periods (Ruiz Sánchez et al, 2017). This determines the coach is an essential educational figure for player quality during a sport’s career (Gagné et al, 2003). The Social Cognitive Theory of achievement goal perspectives proposed that athletes are motivated by the need to show their competence and avoid displaying their incompetence (Cervelló and Santos-Rosa, 2001; Cecchini et al, 2004)
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