The main purpose of this study was to examine the links of coach-athlete relationship (CAR) and perceived coach-created motivational climate to persistence in youth sport. A total of 1692 persistent and 543 withdrawn football, ice hockey, and basketball players, aged 15–16 years, completed the Coach-Athlete Relationship Questionnaire and the Perceived Motivational Climate Sport Questionnaire. Results indicated that persistent players reported higher scores in CAR and task-climate than withdrawn players. Persistent players also represented higher competition level, higher amount of training, and more years of involvement in sport than withdrawn players. Cluster analysis identified three profiles: 1) High CAR, high task climate, and moderate ego climate, 2) Moderate CAR, moderate task climate, and moderate ego climate, and 3) Low CAR, low task climate, and high ego climate. Differences between profiles were found in terms of relative proportion of continuing players, competition level, and amount of training. In all, Profile 1 appeared to be the most beneficial from the perspective of sport persistence. The present findings lend support for the view that coach-athlete relationship and motivational climate together can have implications for young athletes’ maintenance in organized sports.
Christoph Rottensteiner, Niilo Konttinen and Lauri Laakso
Deborah L. Feltz, Norbert L. Kerr and Brandon C. Irwin
The present investigation examined the Köhler motivation gain effect in a health game using an absent partner, presented virtually. The Köhler effect occurs when an inferior team member performs a difficult task better in a team or coaction situation than one would expect from knowledge of his or her individual performance. The effect has been strongest in conjunctive task conditions in which the group’s potential productivity is equal to the productivity of its least capable member. Participants were randomly assigned to one of four conditions (individual control, coaction, additive, and conjunctive) in a 4 (conditions) × 2 (gender) factorial design and performed a series of isometric plank exercises within an exercise game. They performed the first series of five exercises alone holding each position for as long as they could, and, after a rest period, those in the partner conditions were told they would do remaining trials with a same-sex virtual partner whom they could observe during their performance. The partner’s performance was manipulated to be always superior to the participant’s. Results showed that task persistence was significantly greater in all experimental conditions than in the individual control condition. The conjunctive condition was no more motivating than either the additive or coactive conditions. Results suggest that working out with virtually present, superior partners can improve persistence motivation on exercise game tasks.
Tao Zhang, Melinda A. Solmon and Xiangli Gu
Examining how teachers’ beliefs and behaviors predict students’ motivation and achievement outcomes in physical education is an area of increasing research interest. Guided by the expectancy-value model and self-determination theory, the major purpose of this study was to examine the predictive strength of teachers’ autonomy, competence, and relatedness support toward students’ expectancy-related beliefs, subjective task values, concentration, and persistence/effort in physical education. Participants were 273 middle school students (143 girls, 130 boys) enrolled in a southeastern suburban public school. They completed previously validated questionnaires assessing their perceived teachers’ support for autonomy, competence, and relatedness, expectancy-related beliefs, subjective task values, concentration, and self-reported persistence/effort during their regular classes. The results highlight the importance of teachers’ competence support and autonomy support in fostering students’ motivational constructs and achievement outcomes in physical education. The findings demonstrate that a supportive environment and high levels of expectancy-related beliefs and subjective task values are positively associated with students’ achievement outcomes in physical education.
Maarten Vansteenkiste, Joke Simons, Bart Soenens and Willy Lens
The goal of the present study was to examine partially conflicting hypotheses derived from two motivational theories, namely self-determination theory (SDT; Deci & Ryan, 1985, 2000) and future time perspective theory (FTPT; Lens, 2001; Nuttin & Lens, 1985). In line with SDT, it was found that framing an exercise activity in terms of future intrinsic goal attainment (focusing on health and physical fitness) has a positive effect on effort expenditure, autonomous exercise motivation, performance, long-term persistence, and even sport club membership. On the other hand, framing an exercise activity in terms of future extrinsic goal attainment (focusing on physical appearance and attractiveness) undermined those outcomes compared to a no-future-goal control group. Correlational analyses indicate that future extrinsic goal framing led to non-autonomous persistence while future intrinsic goal framing resulted in autonomously driven perseverance at the free-choice activity. In contrast to FTPT, the no-future-goal control group did not differ from a future content-free goal group, in which the general future importance of the present task was stressed. Finally, presenting those goals in an autonomy-supportive rather than a controlling way resulted in the same motivational and behavioral benefits as future intrinsic goal framing. It is discussed how future time perspective theory and self-determination theory can be reconciled and integrated.
Stephen Samendinger, Christopher R. Hill, Teri J. Hepler and Deborah L. Feltz
activity is critical. One’s beliefs related to how capable one is in successfully performing a specific task will be a key factor in whether the person takes on that task, the amount of effort put forth, and the persistence at the task. Beliefs are task specific and do not necessarily translate to all
Stephanie M. Mazerolle, Ashley Goodman and William A. Pitney
Social support, autonomy, and job satisfaction are among the factors influencing female athletic trainers' decisions to remain in the National Collegiate Athletic Association Division I (NCAA D-I) setting, but the male perspective has not been documented.
Identify factors that affect male athletic trainers' decisions to remain in the NCAA D-I setting.
Qualitative study. Participants: 11 male athletictrainers who averaged 6 ± 6 years of NCAA D-I clinical experience, 66 ± 10 working hours per week during the traditional sport season, and 34 ± 5 years of age.
Data collection and analysis:
In-depth, semistructured interviews. Two researchers followed the steps of a grounded theory study and analyzed data independently.
Two main persistence themes emerged from the data: (1) D-I atmosphere and (2) workplace environment.
Our findings suggest that male athletic trainers remain in the NCAA D-I setting because of satisfaction with their employment, which includes a competitive atmosphere, strong coworker relationships, and support from their supervisors.
This article shares personal perspectives and experiences that emerged as a result of 15 years of consulting with athletes representing numerous sports at both Summer and Winter Olympic Games. The importance of listening closely to athletes, respecting their input, and meeting their individual needs is emphasized. Consultants are cautioned against using batteries of standardized personality assessment inventories as these infringe upon the athletes’ time without providing practical information. Effectiveness in this field requires firsthand experience with sport, a full understanding of the psychology of excellence, and a willingness to learn directly from the athletes themselves. One-on-one contact, adaptability to individual needs, good interpersonal skills, applied sportpsych knowledge, and persistence in application are also important. It is recommended that registration of consultants in the field of applied sport psychology be contingent upon direct evaluation by athletes.
Iris Orbach, Robert Singer and Sarah Price
This study aimed to investigate the influence of an attribution training program for learners who attribute their sport performance to dysfunctional attributions. Participants were 35 college beginner tennis players who were oriented to attribute their performance in a tennis skill task to controllable, unstable factors; uncontrollable, stable factors; or no specific factors. Participants received fictitious failure feedback over 10 trial blocks administered during four sessions. Dependent variables included attributions, expectations, emotions, persistence, and performance. MANOVA analyses revealed that it is possible to modify attributions in regard to a tennis performance task. More importantly, the new attributions were consistent up to 3 weeks postintervention and were generalized to a different tennis task. In addition, participants who changed their attributions to more functional ones had higher expectations for future success and experienced positive emotions.
Nathalie André and Rod K. Dishman
Exercise adherence involves a number of sociocognitive factors that influence the adoption and maintenance of regular physical activity. Among traitlike factors, self-motivation is believed to be a unique predictor of persistence during behavior change. The aim of this study was to validate the factor structure of a French version of the Self-Motivation Inventory (SMI) and to provide initial convergent and discriminant evidence for its construct validity as a correlate of exercise adherence.
Four hundred seventy-one elderly were recruited and administered the SMI-10. Structural equation modeling tested the relation of SMI-10 scores with exercise adherence in a correlated network that included decisional balance and perceived quality of life.
Acceptable evidence was found to support the factor validity and measurement equivalence of the French version of the SMI-10. Moreover, self-motivation was related to exercise adherence independently of decisional balance and perceived quality of life, providing initial evidence for construct validity.
David Kavanagh and Steven Hausfeld
Previous research has established that happy and sad moods can affect persistence and success on a cognitive task, with happiness leading to higher performance and self-efficacy. Two experiments examined whether happiness also produces increased performance on a physical task and tested whether self-efficacy mediated the results. When mood inductions covered the full range from happy to sad, mood did influence physical performance. However, evidence regarding self-efficacy was equivocal. Efficacy for the performed task was unaffected by mood, although it remained a good predictor of performance. Since mood did alter efficacy for a nonperformed but more familiar task, inconsistent efficacy results could reflect task differences. The findings offer prospects for the use of mood inductions in practical sporting situations.