Perceptions About Quality of Interpersonal Processes and Practice Activities in Youth Sport Are Interdependent.

Abstract

Despite calls in the literature, little is known about how dimensions of a social and task nature relate to each other in school and out-of-school learning environments. This study explored whether interpersonal and task dimensions of the youth sport environment, as perceived by young people, are related, and, if so, how they are related. We used data from 310 adolescent sport participants from eastern Canada (Mage = 14.69 ± 1.60 years; 54.8% girls). Participants completed comprehensive assessments of interpersonal dimensions of the sport environment and the characteristics of learning activities they do in practices. We used canonical correlation analysis to examine the multivariate shared relationship between the variable sets. The relationship was largely captured by the first three functions in the canonical model. The first two functions revealed areas of intersection between perceptions of interpersonal and practice-based activity factors in the form of supports and challenges for the learning and development process in sport. Accounting for the participants' age, the third function displayed characteristics consistent with recent descriptions of complex environments in youth sport. The findings suggest that adolescents' perceptions of interpersonal- and task-related features of sport are interdependent, and highlight the relevance of including variables assessing both factors in studies that attempt to characterize and understand learning environments in sport and other achievement domains. Findings also afford new insights into whether dimensions of a social and task nature are complementary, and inadequacies in one dimension can be attenuated by strengths in another or not.