This study tested the degree to which coaches’ basic psychological need fulfillment and identity prominence were associated with their positive affect, commitment, and intentions to persist. In total, 413 coaches with an average of 14 years’ experience served as participants and completed an online survey that included six sections: Demographics, basic psychological needs, identity prominence, positive affect, commitment, and intentions to persist. The present study findings provide initial support for the links from coaches’ basic psychological needs and identity prominence to their positive affect and commitment. In contrast, the findings did not provide support for the relationship between coaches’ basic psychological need fulfillment and their intentions to persist or the association between their identity prominence and intentions to persist. The results offer an explanation of the mechanisms that may play a role in facilitating coaches’ optimal functioning.
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Understanding the Relationship Between Coaches’ Basic Psychological Needs and Identity Prominence and Their Commitment, Positive Affect, and Intentions to Persist
Jacquelyn Paige Pope and Craig Hall
Antisocial and Prosocial Behavior in Sport: The Role of Motivational Climate, Basic Psychological Needs, and Moral Disengagement
Ken Hodge and Daniel F. Gucciardi
The purpose of this investigation was to examine whether the relationships between contextual factors and basic psychological needs were related to antisocial and prosocial behavior in sport. A two-study project employing Bayesian path analysis was conducted with competitive athletes (Study 1, n = 291; Study 2, n = 272). Coach and teammate autonomy-supportive climates had meaningful direct relations with need satisfaction and prosocial behavior. Coach and teammate controlling climates had meaningful direct relations with antisocial behavior. Need satisfaction was both directly and indirectly related with both prosocial and antisocial behavior, whereas moral disengagement was directly and indirectly related with antisocial behavior. Overall, these findings reflected substantial evidence from the literature on self-determination theory that autonomy-supportive motivational climates are important environmental influences for need satisfaction, and are important correlates of prosocial behavior in sport, whereas controlling coach and teammate climates, along with moral disengagement, were important correlates of antisocial behavior in sport.
Erratum. The Relationship Between Childhood Trauma, Exercise Addiction, Emotion Regulation Difficulties, and Basic Psychological Needs in Türkiye
Journal of Clinical Sport Psychology
TO OUR READERS: An error appeared in the ahead-of-print version of the following article: Gültekin Arayici, S. & Tekinsav Sutcu, S. (2024). The relationship between childhood trauma, exercise addiction, emotion regulation difficulties, and basic psychological needs in Türkiye. Journal of Clinical
“I’ve Had Bad Experiences With Team Sport”: Sport Participation, Peer Need-Thwarting, and Need-Supporting Behaviors Among Youth Identifying With Physical Disability
Krystn Orr, Katherine A. Tamminen, Shane N. Sweet, Jennifer R. Tomasone, and Kelly P. Arbour-Nicitopoulos
the six minitheories within SDT—basic psychological needs, cognitive evaluation, and organismic integration—are central to understand the meaning individuals’ place on their sport participation. According to cognitive evaluation theory, the social context can either support (e.g., a coach providing an
“No Days Off”: Using Self-Determination Theory to Better Understand Workaholism in National Collegiate Athletic Association Division I Coaches
Kim Tolentino, Tucker Readdy, and Johannes Raabe
framework to add greater understanding as to why individuals exhibit workaholic tendencies. According to Ryan and Deci ( 2017 ), for humans to function optimally, they must experience satisfaction of the three inherent basic psychological needs of autonomy (perceiving ownership of and value in one
A Cross-Cultural Examination of the Role of (De-)Motivating Teaching Styles in Predicting Students’ Basic Psychological Needs in Physical Education: A Circumplex Approach
Sergio Diloy-Peña, Luis García-González, Rafa Burgueño, Henri Tilga, Andre Koka, and Ángel Abós
three basic psychological needs (BPNs). From Demotivating to Motivating Teaching Styles: The Circumplex Model (De-)motivating styles are the particular way in which the teacher interacts, relates, and communicates with students during classroom practice. Following the circumplex model ( Aelterman et
Facilitating the Transition out of Professional Baseball Following Release: A Self-Determination Theory Perspective
Johannes Raabe, Andrew D. Bass, Lauren K. McHenry, and Rebecca A. Zakrajsek
suggested that the satisfaction of individuals’ three innate basic psychological needs of autonomy (being able to give input and having a choice in decisions), competence (feeling effective in performing tasks and meeting expectations), and relatedness (having a sense of belonging to other people; Ryan
Longitudinal Perspectives on Children’s Physical Activity Patterns: “Do Physical Education–Related Factors Matter?”
Anoek M. Adank, Dave H.H. Van Kann, Teun Remmers, Stef P.J. Kremers, and Steven B. Vos
PA by emphasizing enjoyment in PA. Based on the transcontextual model, previous studies have shown positive relations between PA enjoyment in PE, and PA and PA intentions in leisure time. 17 – 20 Satisfaction of the basic psychological needs (BPN; ie, competence, autonomy, and relatedness) is
An Intervention to Support Collegiate Student-Athletes in the Transition to Meaningful Lifetime Physical Activity
Melinda B. Smith, Diane L. Gill, and Erin J. Reifsteck
SDT emphasizes conditions that foster intrinsic motivation, which is characterized by interest, enjoyment, and inherent satisfaction ( Ryan & Deci, 2000 ). Fulfillment of the basic psychological needs for competence, autonomy, and relatedness enhances intrinsic motivation, which significantly predicts
The Role of an Empowering Motivational Climate on Pupils’ Concentration and Distraction in Physical Education
Maxime Mastagli, Aurélie Van Hoye, Jean-Philippe Hainaut, and Benoît Bolmont
; Nicholls, 1984 ) have identified antecedents of these two desirable outcomes, such as basic psychological needs satisfaction (i.e., autonomy, competence, and relatedness) that are affected by the motivational climate ( Vasconcellos et al., 2019 ). Based on the theoretical tenets of SDT and AGT, the present
