A cluster analysis of high-performance female team players' perceived motivational climate: Implications on perceived motor competence and autonomous behaviour.

High performance sport for females is an area which is gaining more and more relevance today, but which hasn't received the same research interest as sport for males. The aim of the present study was to analyse the motivational climate perceived by high performance female athletes and the implications on perceived motor competence and autonomous behaviour and check the differences according category, sport experience and training hours in performance and master climate. The participants were 615 female athletes who practice top level team sports, with ages comprised of 16 to 38 (M = 22,10; SD = 4,91). The sample consisted of two different categories: junior (n = 242) and senior (n = 373). These players participated in different team sports, specifically football, handball, basketball and volleyball, training between 6 and 24 hours a week (M = 8,34; DT = 4,33). The variables measured were: perceived motivational climate in sport, autonomous behaviour and perceived motor competence. A cluster analysis was carried out using, as a variable, the perceived motivational climate, and showing the existence of two profiles, one related to ego and the other to task. The multivariate analysis showed that the profile orientated towards the task had significant differences compared to the autonomous behaviour (M = 4.66 vs M = 3.41). At the same time an analysis was carried out looking at different social demographic variables, revealing how there were differences in the sports experience (those participants with more than ten years' experience were more orientated towards ego, compared to those with less than ten years' experience) and the category (junior athletes were more orientated towards the task, compared to senior athletes). It was concluded that a greater orientation towards the task can lead to an improvement in the perception of motor competence, with the youngest and least experienced athletes being the most prominent in this category.

Future Academic Expectations and Their Relationship with Motivation, Satisfaction of Psychological Needs, Responsibility, and School Social Climate: Gender and Educational Stage.

The purpose of this study was to show the relationship between future academic expectations and the concepts of motivation, basic psychological needs, school social climate, and responsibility. Additionally, possible differences in future expectations were analyzed according to gender and educational stage. A total of 984 students (M = 12.87; SD = 1.84) from elementary and secondary school participated in this study. A single questionnaire composed of different scales was administered to check the values of motivation (EME), psychological need satisfaction (PNSE), school social climate (CECSCE), responsibility (PSRQ), sociodemographic differences, and a question to find out future academic expectations. Results showed that the group with the highest future expectations (do a degree or upper vocational training) had statistical differences of p < 0.001 with respect to the group with the lowest future expectations (finish compulsory secondary studies or basic vocational training and start work) and middle expectations (do a high school or middle vocational training) with regard to autonomous motivation, satisfaction of psychological needs, school and teacher climate, and social and personal responsibility. The group with the lowest expectations had higher values with respect to the other two groups in terms of amotivation (p < 0.001). Moreover, women and elementary school children had greater future academic expectations (p < 0.001). In conclusion, the promotion of basic psychological needs satisfaction, autonomous motivation, personal and social responsibility, and school social climate are related to higher academic expectations, and the improvement of these variables becomes especially important for boys and secondary students who could have a higher chance of dropping out of school.

Applying the Personal and Social Responsibility Model as a School-Wide Project in All Participants: Teachers' Views.

The present study aims to apply a program based on Hellison's Teaching Personal and Social Responsibility Model (TPSR), traditionally used in Physical Education, to other educational participants and examine the assessment of the teachers who carried it out during the 2018-2019 school year. The program was applied over 8 months of one academic year and during at least 60% of the weekly class hours. Initially, 30 teachers participated, of whom 16 were involved in the interviews carried out, all of them being Secondary Education teachers. We used qualitative methodology through content analysis carried out with ATLAS.ti 7.1.3. The instruments used to collect information were semi-structured recorded group interviews. The conclusion is that the Personal and Social Responsibility Model can be applied to all participants in the curriculum and is adaptable to any content and type of student body. As a basis for future research, we suggest the application of the model by all teachers involved in the same school year and the participation of students' families.

Coaches' Motivational Style and Athletes' Fear of Failure.

Background: The purpose of this study was to examine the relationship between coaches' interpersonal style and fear of failure in athletes. Methods: A sample of 340 athletes at the Federation Level with a mean age of 18.96 years (SD = 5.69 years.) comprised the sample. Athletes completed questionnaires related to fear of failure in sports as well as their perceptions of the extent to which their coaches provided support for athlete autonomy and control. Results: The results revealed a significant and positive relationship between coaches' controlling style and athletes' fear of failure whereas coach autonomy support was associated with reduced fear of failure. Through the use of cluster analysis, two athlete profiles emerged. One profile indicated moderate levels of fear of failure among those athletes who perceived a controlling coaching style. The second profile revealed a cluster of athletes with low levels of fear of failure and favorable perceptions of coach support for athlete autonomy. Conclusions: These findings provide further evidence for the role of coaches as social influences capable of contributing to both adaptive and maladaptive psychological outcomes for athletes in sports.

Predicción de la motivación autodeterminada según las estrategias para mantener la disciplina y la orientación motivacional en estudiantes adolescentes de educación física / No disponible

El objetivo del trabajo fue comprobar el poder de predicción de las estrategias utilizadaspor el profesorado para mantener la disciplina y la orientación de meta disposicionalsobre la motivación autodeterminada en estudiantes adolescentes de educación física, yla relación entre las mismas. Para ello, se empleó una muestra de 736 estudiantes correspondientea los niveles educativos de Educación Secundaria Obligatoria y Bachilleratoa los que se les pasaron las escalas de Estrategias para Mantener la Disciplina en Clasede educación física (SSDS), la Escala de Orientación Motivacional (POSQ) y la Escalade Motivación Deportiva (SMS). Los resultados mostraron la importancia de dirigir alalumnado a través de estrategias de disciplina de preocupación y responsabilidad paraconseguir una orientación a la tarea y como consecuencia una motivación autodeterminada.Además, las estrategias de preocupación/responsabilidad del profesorado y laorientación al ego aparecieron como factores clave en el desarrollo de la motivaciónautodeterminada

The objective of this paper was to checking the relations between the motivationself-determination, the goal dispositional orientation and the strategies used by the teacherto maintain discipline in the adolescent physical education students. A sample of 736students Compulsory Secondary Education or Secondary School Certificate courses,was used for that purpose. They were given the POSQ (Roberts and Balaguer, 1991;Roberts, Treasure and Balaguer, 1998), SMS (Pelletier et al., 1995) and SSDS scales(Papioannou, 1998). The results showed the importance to direct the pupils towards thetask for developing the most self-determinated motivation and discipline way. Also, thestrategies used by the teacher to maintain discipline in the classroom (concern/responsibility)and ego dispositional orientation showed like key factors in the self-determination motivation preview (AU)