Apoyo a la autonomía, motivación y rendimiento de jugadoras de baloncesto

  1. Juan Antonio Moreno-Murcia 1
  2. Lucía Pérez Gómez 1
  3. Antonio Alías García 2
  4. Elisa Huéscar Hernández 1
  1. 1 Universidad Miguel Hernández de Elche
    info

    Universidad Miguel Hernández de Elche

    Elche, España

    ROR https://ror.org/01azzms13

  2. 2 Universidad de Almería.
Journal:
Revista de psicología del deporte

ISSN: 1132-239X,  1988-5636

Year of publication: 2020

Volume: 29

Issue: 3

Pages: 51-58

Type: Article

DIALNET GOOGLE SCHOLAR lock_openOpen access editor

More publications in: Revista de psicología del deporte

Abstract

The aim of this study was to verify the effect of support for the coach’s autonomy on basic psychological needs, motivation, physical performance and decision making in basketball players. To do this, a sample of 17 players (18-23 years old) was used, who were measured the support to the autonomy and the coaching style perceived of the trainer, the motivation, basic psychological needs, the physical performance and the decision making. A quasi-experimental design with non-equivalent control group was used. In the experimental group (n = 9) an interactive style of support for autonomy was transmitted by the trainer, while in the control group (n = 8) there was no manipulation. The intervention lasted 36 sessions of 50 minutes, with a frequency of three sessions per week. The results revealed an increase in the experimental group in the perception of support for autonomy, basic psychological needs and self-determined motivation, so that the intervention was effective. The results are discussed in favor of the use of the support to the autonomy in the sports field by the positive consequences generated.

Bibliographic References

  • Alcaraz, S., Pons, J., Angulo-Brunet, A., y Cruz, J. (2017). Intervenciones para la promoción de actividad física basadas en la Teoría de la Autodeterminación: Una revisión narrativa (2011-2016). Revista de Psicología del Deporte, 26(3), 116-123.
  • Álvarez, O., Esteban, I., Falcó, C., y Castillo, I. (2012). Efectos del apoyo a la autonomía del entrenador en taekwondistas españoles de élite. Revista Iberoamericana de Psicología del Ejercicio y el Deporte, 8(1), 59-70.
  • Araújo, D., Teques, P., Hernández-Mendo, A., Reigal, R. E. y Anguera, M. T. (2016). La toma de decisión, ¿es una conducta observable?: Discusión sobre diferentes perspectivas teóricas utilizadas en el estudio del rendimiento deportivo. Cuadernos de Psicología del Deporte, 16(1), 183-196.
  • Balaguer, I., González, L., Fabra, P., Castillo, I., Mercé, y Duda, J. L. (2012). Coaches’ interpersonal style, basic psychological needs and the well- and ill-being of young soccer players: A longitudinal análisis. Journal of Sports Sciences, 30, 1619-1629. doi:10.1080/02640414.2012.731517
  • Bangsbo, J. (1996) Yo-yo Test. Ancona: Kells.
  • Bartholomew, K. J., Ntoumanis, N., Ryan, R. M., Bosch, J. A., y Thogersen-Ntoumani, C. (2011). Self-determination theory and dimin-ished functioning: The role of interpersonal control and psychological need thwarting. Personality and Social Psychology Bulletin, 37(11), 1459-1473. doi: 10.1177/0146167211413125
  • Bosco, C. (1994). La valoración de la fuerza mediante el test de Bosco. Barcelona: Paidotribo.
  • Castañón-Rubio, I., Marcos-Pardo, P. J., Cano, F., y Moreno-Murcia, J. A. (2020). Effect of the interpersonal autonomy supportive teach-ing style on the professional training of lifeguards. Sustainability, 12, 4364. https://doi.org/10.3390/su12114364
  • Chantal,Y,. y Bernache-Asollant, I. (2003).A prospective analysis of self-determined sport motivation and sportspersonship orienta-tions. Athletic Insight, The Online Journal of Sport Psychology, 5(4). (Consultado en http://www.athleticinsight. com/Vol5Iss4/Sport-spersonship.htm el 30 de marzo de 2005).
  • Chantal, Y., Robin, P., Vernat, J. P., y Bernache-Asollant, I. (2005). Motivation, spor- tspersonship, and athletic aggression: a mediational analysis. Psychology of Sport and Exercise, 6, 233-249.
  • Cheon, S. H., Reeve, J., Lee, Y., y Lee, J. (2018). Why autonomy-supportive interventions work: Explaining the professional development of teacher’s motivating style. Teaching and Teacher Education, 69, 43-51.
  • Conte, L., Moreno-Murcia, J. A., Pérez, G., e Iglesias, D. (2013). Comparación metodología tradicional y comprensiva en la práctica del baloncesto. Revista Internacional de Medicina y Ciencias de la Actividad Física y el Deporte, 13(51), 507-523.
  • Deci, E. L., y Ryan, R. M. (1985). Intrinsic motivation and self-determination in human behavior. Nueva York: Plenum Press.
  • Deci, E. L., y Ryan, R. M. (2000). The “what” and “why” of goal pursuits: Human needs and the self-determination of behavior. Psycho-logical Inquiry, 11, 227-268.
  • French, K. E., y Thomas, J. R. (1987). The relation of knowledge development to children ́s basketball performance. Journal of Sport Psychology, 9, 15-32.
  • García, J. A., y Ruíz, L. M. (2003). Análisis comparativo de dos modelos de intervención en el aprendizaje del balonmano.Revista de Psicología del Deporte, 12(1), 55-66.
  • Gil, A., Jiménez, R., Moreno, M. P., García, L., Moreno, B., y Del Villar, F. (2010) Análisis de la motivación intrínseca a través de las necesidades psicológicas básicas y la dimensión subjetiva de la toma de decisiones en jugadores de voleibol. Revista Iberoamericana de Psicología del Ejercicio y el Deporte, (5)1, 29-44.
  • Gillet, N., Vallerand, R., Amoura, S., y Baldes, B. (2010). Influence of coaches’ autonomy support on athletes’ motivation and sport performance: A test of the hierarchical model of intrinsic and extrinsic motivation. Psychology of Sport and Exercise, 11, 155-161.
  • González, L., Castillo, I., García-Merita, M., y Balaguer, I. (2015). Apoyo a la autonomía, satisfacción de las necesidades psicológicas y bienestar: Invarianza de un modelo estructural en futbolistas y bailarines. Revista de Psicología del Deporte, 24(1), 121-129.
  • Jang, H., Reeve, J., Ryan, R. M., y Kim, A. (2009). Can self-determination theory explain what underlies the productive, satisfying learn-ing experiences of collectivistically-oriented South Korean adolescents? Journal of Educational Psychology, 101, 644-661.
  • Jeon, S. (2004). A self-determination theory analysis of Korean students’ motivation, engagement, and achievement. Unpublished manu-script, University of Iowa.
  • King A. C. (2001). Interventions to promote physical activity in older adults. The Journals of Gerontology, 56, 36-46. doi: 10.1093/gero-na/56.suppl_2.36
  • Kowall, J., y Fortier, M. S. (2000). Testing relationships from the hierarchical model of intrinsic and extrinsic motivation using flow as a motivational consequence. Research Quarterly for Exercise and Sport, 71, 171-181.
  • Leyton, M., Jiménez, R., Naranjo, J., Castillo, M., y Morenas, J. (2013). Aplicación de un programa motivaciona para promocionar la actividad física en adultos y mayores. Archivos de Medicina del Deporte, 30(1), 25-33.
  • Losier, G. F., y Vallerand, R. J. (1994). The temporal relationship between perceived competence and self-determined motivation. The Journal of Social Psychology, 134, 793-801.
  • Moreno-Murcia, J. A., Huéscar, E., y Cervelló, E. (2012). Prediction of adolescents doing physical activity after completing secondary education. Spanish Journal of Psychology, 15, 90-100.
  • Moreno-Murcia, J. A., Marzo, J. C., Martínez-Galindo, C., y Conte, L. (2011). Validación de la Escala de “Satisfacción de las Necesidades Psicológicas Básicas” y del Cuestionario de la “Regulación Conductual en el Deporte” al contexto español. RICYDE.Revista Inter-nacional de Ciencias del Deporte, 26(7), 355-369.
  • Moustaka, F. C., Vlachopoulos, S. P., Kabitsis, C., y Theodorakis, Y. (2012). Effects of an autonomy-supportive exercise instructing style on exercise motivation, psychological well-being, and exercise attendance in middle-age women. Journal of Physical Activity & Health, 9(1), 138-150.
  • Ntoumanis, N., y Standage, M. (2009). Motivation in physical education classes: A self-determination theory perspective. Theory and Research in Education, 7, 194-202.
  • Nunes, C., Bodden, D., Lemos, I., Lorence, B., y Jiménez, L. (2014). Parenting practices and quality of life in Dutch and Portuguese ado-lescents: A cross- cultural study. Revista de Psicodidáctica, 19(2), 327-346. doi: 10.1387/ RevPsicodidact.10493
  • Núñez, J. L., León, J., Grijalvo, F., y Martín-Albo, J.,(2012). Measuring autonomy support in university students: the Spanish version of the learning climate questionnaire. The Spanish Journal of Psychology, 15, 1466-1472.
  • Ommundsen, Y., y Eikanger-Kvalo, S. (2007). Autonomy-mastery, supportive or performance focused? different teacher behaviours and pupils’ outcomes in physical education. Scandinavian Journal of Educational Research, 51, 385-413.
  • Perlman, D. J. (2015). Help motivate the amotivated by being a supportive teacher. Physical Education and Sport Pedagogy, 20(2), 204-214. doi: 10.1080/17408989.2013.868876
  • Pope, J. P., y Wilson, P. M. (2012). Understanding motivational processes in university rugby players: A preliminary test of the hierar-chical model of intrinsic and extrinsic motivation at the contextual level. International Journal of Sports Science and Coaching, 7, 89-107. doi: 10.1260/1747-9541.7.1.89
  • Puigarnau, S., Camerino, O., Castañer, M., Prat, Q., y Anguera, M. T. (2016). El apoyo a la autonomía en practicantes de centros depor-tivos y de fitness para aumentar su motivación. RICYDE. Revista Internacional de Ciencias del Deporte, 43(12), 48-64.
  • Pulido, J. J., Leo, F. M., Chamorro, J. L., y García-Calvo, T. (2015) ¿Apoyan los entrenadores la motivación de sus deportistas? Diferencias en la percepción del comportamiento. Revista de Psicología del Deporte, (24)1, 139-145.
  • Reeve, J., y Jang, H. (2006). What teachers say and do to support students’ autonomy during a learning activity. Journal of Educational Psychology, 98, 209-218.
  • Reeve, J., Vansteenkiste, M., Ahmad, I., Assor, A., Cheon, S. H., Jang, H., ...Wang, C. K. J. (2014). The beliefs that underlie autonomy-sup-portive and controlling teaching: A multinational investigation. Motivation and Emotion, 35, 63-74.
  • Ryan, R. M., y Deci, E. L. (2017). Self-determination theory: Basic psychological needs in motivation, development, and wellness. New York: Guilford Publishing
  • Standage, M., y Gillison, F. (2007). Students’ motivational responses toward school physical education and their relationship to general self-esteem and health-related quality of life. Psychology of Sport and Exercise, 8, 704-721.
  • Turner, A. P., y Martinek, T. J. (1999). An investigation into teaching games for understanding: Effects on skill, knowledge, and game pl ay. Research Quarterly for Excersice and Sport, 70(3), 286-296.
  • Vallerand, R. J. (1997). Toward a hierarchical model of intrinsic and extrinsic motivation. En M. P. Zanna (Ed.), Advances in experimen-tal social psychology (pp. 271-360). San Diego: Aca- demic Press.
  • Vallerand, R. J., Fortier, M. S., y Guay, F. (1997). Self-determination and persistence in a real life setting: Toward a motivational model of high school dropout. Journal of Personality and Social Psychology, 72, 1161-1176. doi: 10.1037/0022-3514.72.5.1161
  • Vallerand, R. J., y Lalande, D. R. (2011): The MPIC Model: The Perspective of the Hierarchical Model of Intrinsic and Extrin-sic Motivation. Psychological Inquiry: An International Journal for the Advancement of Psychological Theory, 22(1), 45-51. doi: 10.1080/1047840X.2011.545366
  • Wilson, P. M., Rogers, W. T., Rodgers, W. M., y Wild, T. C. (2006). The Psychological Need Satisfaction in Exercise Scale. Journal of Sport and Exercise Psychology, 28, 231- 251.
Data source: Dialnet