Self-Determination Theory and youth futsal: motivational and developmental perspectives on early sports engagement

Background: The dynamic nature of physical education (PE) requires careful consideration of lesson planning and delivery in order to promote health and wellbeing and to achieve various learning goals. One such goal is promoting personal and social development to support students to value and lead a healthy and active lifestyle, especially during transition into adolescence. In order to design learning environments that support students’ engagement in PE, it is important to understand how outcomes such as motor competence (MC) influence motivation for PE. There are two approaches to understand MC, actual and perceived MC, and both have implications for healthy lifestyles in childhood and adolescence. Therefore, this study examined associations of actual and perceived MC with young adolescents’ motivation for PE. Method: A sample of 236 students 11–14 years of age (M = 13.01, SD = .72) participated in the study. Assessments included actual MC (Körperkoordinations test for Kinder; KTK), perceived MC (self-administered form of the pictorial scale of Perceived Movement Skill Competence; PMSC) and motivation for PE (Perceived Locus of Causality Scale; PLOC). Polynomial regression with Response Surface Analyses were conducted to examine the influence of actual and perceived MC on motivation for PE. Findings: The results showed weak-to-moderate positive associations of actual and perceived MC with students’ motivation for PE. Perceived MC explained about 12% of the variance of student’s self-determined motivation towards PE. This effect was larger in students with lower levels of perceived MC compared to students with higher levels of perceived MC. Discussion: Taking into account that both actual and perceived MC are synergistically related but only perceived MC explains self-determined motivation, our results suggest that perceived MC is an important factor to consider when attempting to promote an active and healthy lifestyle. Using the developmental model of motor competence [Stodden et al. 2008. “A Developmental Perspective on the Role of Motor Skill Competence in Physical Activity: An Emergent Relationship.” Quest 60 (2): 290–306] and self-determination theory [Deci and Ryan 2000. “The “What” and “Why” of Goal Pursuits: Human Needs and the Self-Determination of Behavior.” Psychological Inquiry 11 (4): 227–268. doi:10.1207/S15327965PLI1104_01], we discuss the findings in relation to the importance of considering perceived MC as an explicit outcome in the PE curriculum. Conclusion: During early adolescence, PE programs should not only focus on teaching movement skills but also fostering perceived MC in order to promote motivation for PE, especially among students with lower levels of self-perception. For this, pedagogical approaches such as need supportive teaching derived from self-determination theory can be used to help students become competent, confident and motivated movers.

This topical review outlines the resilience pathway to adaptive functioning in pediatric pain within a developmental perspective. Self-Determination Theory proposes that the satisfaction of one's basic psychological needs (for autonomy, relatedness, and competence) is crucial for understanding human flourishing and healthy development. However, the role of the basic psychological needs received little attention in a pediatric-pain population. Yet, we propose that need satisfaction may be a resilience factor and need frustration a risk factor, for living with chronic pain. In this topical review, we first discuss two major models that have been developed to understand pain-related disability: the fear-avoidance model of pain and the ecological resilience-risk model in pediatric chronic pain. Both models have been used with children and adolescents but do not include a developmental perspective. Therefore, we introduce Self-Determination Theory and highlight the potentially moderating and mediating role of the basic needs on pain-related disability in children and adolescents. Taken together, we believe that Self-Determination Theory is compatible with the fear-avoidance model of pain and the ecological resilience-risk model in pediatric chronic pain and may deepen our understanding of why some adolescents are able to live adaptively in spite of chronic pain.

A Conditional Process Model of Children’s Behavioral Engagement and Behavioral Disaffection in Sport Based on Self-Determination Theory

Student responsibility has emerged as a key developmental task, particularly during the transition to middle school. A developmental and motivational perspective was taken for the present study that emphasized agency, ownership, and engagement as key parts of the development of student responsibility. Self-determination Theory (SDT) was selected as the overarching framework for the present investigation due to the theory's emphasis on autonomy, which refers to the experience of oneself as the authentic origin of one's own actions (Deci & Ryan, 1985). In SDT, the construct of autonomy is used to integrate views of intrinsic and extrinsic motivation and to differentiate multiple kinds of extrinsic motivation. Forms of extrinsic motivation, called external, introjected, identified, and integrated, can be arrayed from less to more self-determined. In this way, it is possible to conceive of a source of autonomous motivation for tasks that are not intrinsically enjoyable.

This chapter presents a developmental perspective on historical increases in youth non-affiliation. First, it describes changes that happen in religiousness across adolescence, focusing on quantitative and qualitative changes. In terms of quantitative changes, generally, religiousness declines across adolescence. In terms of qualitative changes, a sizable minority of youth leave religion during adolescence. Second, the chapter explains these changes, focusing on individual and contextual predictors of quantitative and qualitative changes. In terms of individual predictors, it focuses on gender, ethnicity, personality, behavior, and various dimensions of religiousness. In terms of contextual predictors, it focuses on the family, the religious community, and peers. Third, the chapter identifies ways parents and religious leaders might be able to optimize adolescent religious development. Its suggestions are grounded in self-determination theory, which articulates characteristics of developmental contexts that may help or hinder internalization of religiousness. Finally, the chapter connects individual religious development to historical trends.

A developmental perspective on teacher identity and motivation leads us to expect processes of adaption and dynamism that are responsive to context. Critical to our understanding is the consideration that identity is a multidimensional construct in which the personal and social are interwoven. We explore how extant motivational theories offer insights into the nature and correlates of teacher motivation and identity formation including self-efficacy, expectancy-value, achievement goal, and self-determination theories. We propose that these provide lenses that fruitfully highlight aspects of identity development at different points across the lifespan of a teaching career. Drawing from the canvass of lifespan developmental psychology, we propose the SOC (Selection, Optimisation, and Compensation) model of successful ageing as an overarching theoretical lens to provide new insights and a potentially integrative framework, within which diverse theoretical perspectives on teacher motivation and identity development could be coherently further explored.

This study explored the predictors, role and effects of motivation in chronic substance users as they began residential treatment, using the Self-Determination Theory (SDT) framework. Testing of the SDT model involved a sample of 350 clients from six therapeutic communities across Australia who completed a battery of standardized measures. It was hypothesized that clients with a more autonomous motivational attitude toward treatment would be more likely to engage in the therapeutic process and would report more psychological well-being in the initial stages of the therapeutic process. It was also anticipated that clients who felt supported in an autonomous fashion by therapeutic staff would be more autonomously motivated with regard to being in treatment. Findings provided support for the hypothesized effects.

Chapter 17 - Empowering and Disempowering Coaching Climates: Conceptualization, Measurement Considerations, and Intervention Implications

This paper describes the psychological support given to the first individual to complete a solo transatlantic row of 3,450 nautical miles from New York in the United States of America to the Isles of Scilly in the United Kingdom, relying only on his navigation skills. The client (IR) was a 55-year-old British male former Special Air Service soldier. The intervention was informed by diversified developmental theoretical perspectives, context-driven and person-centered approaches complemented by acceptance commitment therapy and self-determination theory. Psychological support was provided across three phases and focused on helping the client to build effective personal and social resources, increase his cognitive and emotional competence, and plan meaningful social support networks to facilitate a successful adaptation. Autonomy was encouraged by cultivating present-moment attention, fostering self-reflection, and planning for coping with potential crisis scenarios. Lessons learned and the relevance of the meta-model of adaptation in sport are discussed, providing recommendations for practitioners supporting individuals in adapting to high-risk adventures.

There is moderate empirical evidence that supportive families, coaches, and teachers contribute to athlete development. Of these various social actors, athletes and coaches are considered the two key performers in the sporting context. The coach plays a central role in how athletes experience sport. The International Council for Coaching Excellence (ICCE) defined sports coaching as 'a process of guided development in a single sport at identified stages of development'. Cote and Fraser-Thomas proposed three major potential outcomes from engagement in youth sport: (a) improved physical health; (b) psychosocial development; and (c) motor skill development. Athlete motivation, and the motivational climate in sport settings created by coaches, has been well researched within Self-Determination Theory. The coach's ability to appropriately structure programs for emerging athletes has been shown to have a large bearing on their continued engagement in sport. In the performance athlete context, the emphasis is rightly on performance outcomes achieved through carefully programmed training and scheduled competitions.

Background and Study Aim. The relationship between coach and athlete may significantly influence an athlete's experience in sports. Elements such as closeness, commitment, and complementarity are key aspects of this relationship. The current study aimed to examine the association between motivation and athletes' engagement in sports, as mediated by the coach-athlete relationship. Material and Methods. A sample of 408 student-athletes from various universities in Iligan City participated in the study. They completed a set of questionnaires assessing motivation, the coach-athlete relationship, and athlete engagement. The participants were between 18 and 25 years old. The measures used in the study included the Coach-Athlete Relationship Questionnaire (CARTQ), the Sports Motivation Scale (SMS), and the Athletic Engagement Questionnaire (AEQ). Ethical approval was obtained from all participants. Results. The results showed that coach-athlete relationships were characterized by closeness, commitment, and complementarity. These relationships significantly mediated the link between intrinsic and extrinsic motivation and athlete engagement in sports. Strong connections between coaches and athletes enhance the positive effect of motivation on engagement. This occurs by fulfilling athletes' psychological needs for autonomy, competence, and relatedness. Conversely, amotivation was negatively associated with engagement through the dimensions of the coach-athlete relationship. Athletes with high levels of amotivation are more likely to disengage. This highlights the need for coaches to foster a supportive environment that reduces negative motivational states. Conclusions. The evidence supports the utilization of Self-Determination Theory (SDT) to better understand the importance of relationship factors in enhancing motivation. This approach leads to long-term engagement in sports. These results offer a more comprehensive view of the delicate dynamics of the coach-athlete relationship and its consequences for motivation and athletic engagement in sports.

In Sri Lanka, a significant proportion of junior students fail to complete their education and withdraw early from secondary school. This is particularly true of students in low socioeconomic districts. This inquiry sought to investigate principal and teacher perceptions of the school-related conditions and motivating practices that contribute to early adolescents‟ motivation and engagement in learning. The study used a qualitative research design. Participants were recruited using purposive sampling method, from ten government schools, representing type two schools, (Five from each Sinhala and Tamil medium), and located in Monaragala and Nuwara Eliya districts in Sri Lanka. Ten principals and ten teachers agreed to participate in semi-structured interviews. Thematic analysis was used to analyse the data and the theoretical construct of Self-determination theory (SDT) was applied to interpreting the data. The results inform two main themes in relation to the school conditions that impact students‟ motivation and engagement in learning: (1) impact of human conditions and (2) impact of physical conditions. Regarding the practices taken to increase motivation and engagement in learning, three themes were emergent: (1) parent awareness, (2) individual support and (3) short term initiatives. First, it can be concluded that numerous problems exist in relation to school conditions, and second that the practices of principals and teachers do not successfully addressed these problems, particularly in Tamil medium schools. It is suggested that, evidence-based intervention programmes be implemented in the most seriously affected schools to increase student motivation and engagement in learning, and slow attrition rates. It is imperative that future research extends to examine early adolescents‟ motivation and engagement across different subjects. Keywords: Early Adolescents, Motivation and Engagement, School Related Conditions, Motivating Practices.

A Three-Wave Longitudinal Test of Self-Determination Theory's Mediation Model of Engagement and Disaffection in Youth Sport.

The purpose of this study was to qualitatively investigate the impact of restrictions in response to coronavirus disease 2019 (COVID-19) on team sport engagement from the perspectives of Victorian adolescent females. In 2022, 10 female athletes aged between 14 and 17 years, recruited via snowball sampling, took part in semistructured interviews exploring their experiences and perceptions during the pandemic. Three higher order themes emerged: (a) team sport barriers during COVID-19, (b) emotional responses of athletes during COVID-19, and (c) behavioral reactions of athletes during COVID-19. Findings indicated that athletes reported harsh restrictions, a lack of social interaction, and resources severely impacted training, ultimately resulting in poor motivation, lowered mood, and decreased sport enjoyment. Athletes also expressed concern in relation to spreading the virus, adhering to restrictions, and discovering lost skills and ability postlockdown. Guided by the self-determination theory, the perceived reduction in motivation and sport engagement for Victorian female athletes during COVID-19 was a result of the added depletion of autonomy, relatedness, and competence during the strictest lockdowns worldwide. The practical implications of this research offered new qualitative insights into how extended lockdowns and limited sport engagement impacted participation of female youth athletes who resided in the most locked-down state in the world. It also provided a strong foundation to enhance female motivation and sport engagement through addressing athletes’ self-efficacy levels and encouraging enjoyable and socially simulating sporting contexts following the COVID-19 pandemic.

Purpose Despite the growing recognition of customer engagement in academia and industry, its application in participant sports remains significantly underdeveloped, especially when contrasted against the extensive attention dedicated to spectator sports. To address this gap, this study explores the antecedents, dimensions, and outcomes of customer engagement in participant sports. Design/methodology/approach Partial least squares structural equation modeling (PLS-SEM) was conducted on online survey responses from 327 physical and virtual marathon participants. Findings Findings reveal that (1) challenge, enjoyment, mastery, socialization, status, weight, health and fitness, as well as mental wellbeing serve as key motivators driving customer engagement in participant sports, and that (2) engagement during participation is cognitive, emotional, and behavioral, with (3) word-of-mouth and re-participation intention emerging as resultant outcomes. Practical implications Organizers of participant sports (e.g. marathon events) should leverage the identified motivational factors in their marketing initiatives and strive to create an environment conducive to heightened cognitive, emotional, and behavioral engagement in order to nurture loyalty among customers of participant sports. Specifically, organizers who emphasize enjoyment, personal growth, and wellbeing can foster deeper customer loyalty while delivering substantial societal benefits, as these initiatives promote physical activity and community interaction, support public health, strengthen community bonds, and enhance social integration, thereby advancing both organizational success and societal wellbeing. Originality/value Novelty of study lies in conceptualizing customer engagement in participant sports by highlighting the instrumental role of intrinsic and extrinsic (external regulation, identified regulation, and introjected regulation) motivation in fostering engagement (cognitive, emotional, behavioral) and the consequential impact of such engagement on loyalty (word-of-mouth and re-participation), as grounded in self-determination theory and social exchange theory.