Autonomy support for children and adolescents: A systematic review of the effectiveness of interventions with PE teachers and youth coaches
Raabe J, Schmidt K, Carl J, Höner O (2017)
Publication Type: Book chapter / Article in edited volumes
Publication year: 2017
Publisher: Bern Universität, Bern Open Publishing
Edited Volumes: Gelingende Entwicklung im Lebenslauf. Abstractband der 49. Jahrestagung der Arbeitsgemeinschaft für Sportpsychologie (asp) vom 25. bis 27. Mai 2017 in Bern
City/Town: Bern
Pages Range: 94
DOI: 10.7892/boris.99636
Abstract
Insufficient physical activity is a key risk factor for cardiovascular diseases, cancer, diabetes, obesity, and depression (Cavill, Kahlmeier, & Racioppi, 2006). Nevertheless, many individuals adhere to sedentary lifestyles (WHO, 2016), emphasizing the importance of instilling a preference for an active lifestyle at an early age. Previous researchers consider motivation a key determinant of physical activity (e.g., Sebire, Jago, Fox, Edwards, & Thompson, 2013) and point to various social factors which can impact children’s and adolescents’ motivation (e.g., Vallerand & Losier, 1999). In physical education (PE) and youth sport, teachers and coaches represent two of the most meaningful influences. Specifically, the more students and athletes evaluate their teachers and coaches to be autonomy-supportive, as opposed to controlling, the more self-determined they are in their motivation to engage in PE and sport (e.g., Adie, Duda, & Ntoumanis, 2012). Therefore, it appears valuable for researchers to help teachers and coaches optimize their interactions with the individuals they work with. However, there is currently no comprehensive overview with respect to the effectiveness of such interventions. Consequently, the current research was designed to systematically review the literature related to autonomy support interventions with PE teachers and youth coaches. The primary purpose of this study was to analyze the effectiveness of interventions in enhancing teachers’ and coaches’ behavior as well as students’ and athletes’ basic psychological need satisfaction, motivation. A search of relevant databases revealed 2'748 potentially pertinent articles, which were subsequently reviewed by two independent researchers. Based on well-defined inclusion criteria, this systematic process helped to identify 18 studies, which included seven cluster randomized controlled trials (CRCT), five controlled trials (CT), and six non-controlled trials (NCT). Overall, the present research found that interventions in the reviewed studies had a significant positive influence on more than half of the assessed variables. The number of significant effects increased from 42.9% for NCTs to 51.3% for CTs and 74.5% for CRCTs. Furthermore, more positive significant effects were found for variables assessed in the PE setting (74.4%) compared to those in organized sport (10.7%). Interventions were most successful in enhancing teachers’ and coaches’ perceptions toward autonomy support (Mdn(d) = 1.28), while the lowest level of significance was found for students’ and athletes’ motivation (Mdn(d) = 0.29). Thus, further research appears justified to foster self-determined motivation among children and adolescence. How to use information obtained from this systematic review to shape future interventions with teachers and coaches will be discussed.
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APA:
Raabe, J., Schmidt, K., Carl, J., & Höner, O. (2017). Autonomy support for children and adolescents: A systematic review of the effectiveness of interventions with PE teachers and youth coaches. In Zuber, C., Schmid, J., Schmidt, M, Wegner, M. & Conzelmann, A. (Hrsg.) (Eds.), Gelingende Entwicklung im Lebenslauf. Abstractband der 49. Jahrestagung der Arbeitsgemeinschaft für Sportpsychologie (asp) vom 25. bis 27. Mai 2017 in Bern. (pp. 94). Bern: Bern Universität, Bern Open Publishing.
MLA:
Raabe, Johannes, et al. "Autonomy support for children and adolescents: A systematic review of the effectiveness of interventions with PE teachers and youth coaches." Gelingende Entwicklung im Lebenslauf. Abstractband der 49. Jahrestagung der Arbeitsgemeinschaft für Sportpsychologie (asp) vom 25. bis 27. Mai 2017 in Bern. Ed. Zuber, C., Schmid, J., Schmidt, M, Wegner, M. & Conzelmann, A. (Hrsg.), Bern: Bern Universität, Bern Open Publishing, 2017. 94.
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