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Based on the perceptions of 331 youth athletes (Mage=14.33) and their most involved parent in sports (Mage = 45.96), this study examined whether different profiles of parental behavior (i.e., autonomy-, competence-, and relatedness-supportive and thwarting in the context of sports) could be identified, the extent to which these profiles align between the perceptions of athletes and parents, and how these profiles relate to youth athletes' need-based experiences, (a)motivation, (dis)engagement, and anxiety regarding their sports participation. Independent cluster analyses on parent and athlete reports provided evidence for a similar cluster solution for both informants. Specifically, in the case of both informants, the cluster analyses identified four similar parental profiles: parents who are relatively (1) need-supportive, (2) need-thwarting, (3) predominantly controlling, and (4) distant when it comes to their child's sports participation. In general, parents rated themselves as more motivating and less demotivating compared to athletes' perceptions. Furthermore, parent reports had little to no predictive power with regard to the athletes' sports experiences. However, athletes who perceived their parents as need-supportive showed the most adaptive outcomes, while the opposite was true for the need-thwarting profile. The other two profiles fell in between, with athletes in the predominantly controlling profile scoring high on both the adaptive and maladaptive outcomes, and athletes in the distant profile scoring low on the maladaptive outcomes but not necessarily high on the adaptive outcomes. [ABSTRACT FROM AUTHOR]

Grounded in self-determination theory, this experimental study examined whether the valence (i.e., positive vs. negative) and style (i.e., autonomy-supportive vs. controlling) of normative feedback impact the self-talk, motivational experiences (i.e., psychological need satisfaction and enjoyment), and behavioral functioning (i.e., perseverance and performance) of tennis players (N = 120; Mage = 24.50 ± 9.86 years). Positive feedback and an autonomy-supportive style positively influenced players' enjoyment and perseverance, with psychological need satisfaction and self-talk playing an intervening role. While positive feedback yielded its beneficial effect via greater competence satisfaction and decreased negative self-talk, the beneficial impact of an autonomy-supportive communication style was explained via greater autonomy satisfaction. [ABSTRACT FROM AUTHOR]

Although much is known about the motivating effects of coaching and parenting, the unique contribution of coaches and parents to youth athletes' motivational functioning received far less attention. While a few studies did look into the simultaneous role of constructive (i.e., need-supportive) coaching and parenting, no study to date simultaneously addressed the undermining role of dysfunctional (i.e., need-thwarting) coaching and parenting practices in athletes' motivation. Therefore, the present study examined associations between both need-supportive and need-thwarting coaching and parenting behaviours and athletes' motivation and engagement, using a cross-sectional design among 255 male youth soccer players (Mage = 13.72) from Belgium. Examined separately, coaching and parenting showed a similar pattern of associations, with need-supportive styles being positively associated with autonomous motivation and engagement and with need-thwarting styles relating positively to amotivation and disengagement. When considered in combination, need-supportive coaching, but not parenting, related positively to soccer players' autonomous motivation and engagement, whereas need-thwarting coaching and parenting related uniquely and positively to amotivation. These findings testify to the importance of distinguishing between need-supportive and need-thwarting styles when examining the unique roles of coaches and parents in athletes' motivation and engagement. [ABSTRACT FROM AUTHOR]

Background: Research stemming from Self-Determination Theory (SDT) shows that physical education (PE) teachers who endorse an autonomy-supportive and structuring motivating style positively affect students' motivation, engagement and learning. Choice provision and positive feedback are two concrete strategies that are part of an autonomy-supportive and structuring style, respectively. While the benefits of choice provision and positive feedback have been shown in contexts other than PE, evidence in the specific context of PE is much scarcer. Grounded in SDT and relying on experimental design, the present study sought to examine the effects of choice provision and positive feedback on students' motivational experiences in PE, and whether these effects were moderated by students' actual motor competence (AMC). Method: A sample of 277 students (41% boys, Mage = 12.78 years) was randomly assigned to one of four experimental conditions (2 × 2 design). Prior to the experimental manipulation, participants' AMC was measured with the Test of Gross Motor Development second edition. Participants then watched a videotaped PE lesson, in which the provision of choice (choice – no choice) and type of feedback (corrective feedback – positive and corrective feedback) were manipulated. Participants were asked to imagine how they would feel being a student in the displayed lessons. After watching the video, they completed validated questionnaires on their (1) anticipated need satisfaction and frustration and (2) autonomous and controlled motivation. MANOVAs were conducted to investigate the differences between the experimental groups in terms of anticipated need satisfaction, need frustration and motivation. Multiple linear regression analyses were used to examine the potential moderating role of AMC. Findings and conclusions: The benefits of choice provision were clearly shown with students in the choice condition anticipating significantly more autonomy, competence and relatedness satisfaction and autonomous motivation, while they anticipated significantly less autonomy and relatedness frustration when compared to students in the no choice condition. Similarly, the addition of positive feedback to corrective feedback yielded clear benefits, with lower averages in anticipated need frustration found among students who watched the videos in which positive feedback was added to corrective feedback. No support was provided for a synergetic motivational effect between choice and positive feedback. Overall, the present findings show the importance of offering choice and providing positive feedback to motivate students in PE, with positive effects being present for all students independent of their initial AMC levels. Although few interaction effects were found, lowly motor competent students benefited even more from receiving positive feedback than highly motor competent students. The findings of this study are important to take into account in PE teacher education programs and professional training programs for PE teachers about how to teach in a (more) motivating way. [ABSTRACT FROM AUTHOR]

Although self‐talk during competitive sports is common and predictive of athletes' motivation, experiences, and performance, it is difficult to accurately assess self‐talk. An important, yet underexplored, next step in the assessment of self‐talk is to rely on a multi‐method approach. The present study sought to examine whether tennis players' self‐talk assessed either via self‐reports or via a live‐recorded procedure would relate to each other. Competitive tennis players (N = 120; Mage = 25.22; SDage = 9.82) were asked to perform multiple tennis exercises while verbalizing their thoughts, which were audio‐recorded and subsequently coded. Prior to exercise engagement, they indicated their fear of failure, while, after exercise engagement, they reported on their experienced pressure and self‐talk using questionnaires. There was substantial correspondence between the coded and self‐reported measure, allowing the estimation of a latent factor representing a multi‐method assessment of self‐talk. Moreover, in a theory‐consistent way, both latent factors representing negative and positive self‐talk were related to a hypothesized antecedent (ie, fear of failure), with negative self‐talk also relating to a hypothesized consequence (ie, perceived pressure). Overall, the present study shows that athletes' self‐talk can be measured reliably through different methods. Guidelines for the assessment of self‐talk in future research are provided. [ABSTRACT FROM AUTHOR]

Central to self-determination theory (SDT) is the notion that autonomously motivated learning relates to greater learning benefits. While learners' intrinsic motivation has received substantial attention, learners also display volitional learning when they come to endorse the personal meaning or self-relevance of the learning task. In Part I of this review, we discuss how the process of internalization, in addition to intrinsic motivation, constitutes an important growth process. In Part II, we indicate how autonomy-supportive teaching and the provision of a rationale are critical to fostering internalization, and we review past empirical studies. Further, we propose an emerging model to explain when provided rationales foster perceived self-relevance and promote the process of internalization, thereby, considering both critical features of the rationale itself and the broader context in which the rationale becomes embedded. In Part III, the process of internalization is discussed in relation to the concepts of utility value and instrumentality. [ABSTRACT FROM AUTHOR]

In a sample of long distance runners, we examined the role of type of intrapersonal achievement goals (i.e., approach versus avoidance) and type of underlying reasons (i.e., autonomous and controlled), assessed prior to the race, as predictors of both pre-race (e.g., race appraisals) and post-race (e.g., flow experience) outcomes. Of 221 (62.4% males) runners, 111 reported pursuing an intrapersonal-approach goal (i.e., doing better than before) as their dominant or preferred achievement goal for the race, while 86 prioritized intrapersonal-avoidance goals (i.e., avoiding to perform worse than before). Regression and path analyses showed that the type of achievement goals predicted none of the outcomes except for running time, with approach goals predicting better performance when compared to avoidance goals. Path analyses revealed that autonomous reasons underlying intrapersonal goal pursuit related positively to pre-race challenge appraisals, performance and, via need satisfaction, to flow experience. Interestingly, controlled reasons positively related to pre-race threat appraisals and positively predicted both positive and negative self-talk, with both yielding opposing relations with flow. These findings complement past research on the intersection between the Achievement Goal Approach and Self-Determination Theory and highlight the value of studying the reasons underlying intrapersonal achievement goals. [ABSTRACT FROM AUTHOR]