目的:这项前瞻性队列研究的目的是调查动机类型的影响,基本心理需求的满足和教练创造的动机氛围,以继续参与跨运动类型的青年体育,竞争水平,年龄,和性别。
方法:参与者是在篮球组织的休闲时间俱乐部的7110名青少年(12-20岁)成员,手球,足球,羽毛球,和丹麦的体操。用BRSQ-6测量动机调节,用PNSS-S测量基本心理需求满意度和挫败感,用EDMCQ-C测量教练创造的气候。在下个季节开始时,用简短的电子问卷测量了参与者的继续或辍学。
结果:内在动机,确定的行为规范,能力的经验,亲缘关系,和自主性,以及教练创造的赋权激励氛围,在不同的运动中,在接下来的赛季中都与运动和俱乐部的延续有关,性别,年龄组,竞争水平。引入和外部行为监管,对体验能力的需求感到沮丧,亲缘关系,和自主性,以及教练创造的令人沮丧的氛围,与辍学有关。
结论:在丹麦青少年运动中,自主动机,满足基本心理需求,以及授权教练创造的激励氛围对下个赛季这项运动和俱乐部的延续产生积极影响。相比之下,受控类型的动机,需要挫折,失去教练能力的氛围与辍学有关。在精英和娱乐层面都是如此,对于男孩和女孩来说,青少年,和青春。
OBJECTIVE: The purpose of this prospective cohort
study was to investigate the influence of types of motivation, basic psychological needs satisfaction and of a coach-created motivational climate on continued participation in youth sports across types of sport, competitive levels, ages, and gender.
METHODS: Participants were 7110 adolescent (age 12-20 years) members of leisure time club organized in basketball, handball, football, badminton, and gymnastics in Denmark. Motivational regulation was measured with BRSQ-6, basic psychological needs satisfaction and frustration were measured with PNSS-S, and coach-created climate was measured with the EDMCQ-C. The participants\' continuation or
dropout was measured at the beginning of the following season with a short electronic questionnaire.
RESULTS: Intrinsic motivation, identified behavior regulation, experiences of competence, relatedness, and autonomy, as well as a coach-created empowering motivational climate, were associated with continuation both in the sport and in the club the following season across different sports, genders, age groups, and competitive levels. Introjected and external behavior regulation, frustrations with the need to experience competence, relatedness, and autonomy, as well as a disempowering coach-created climate, were associated with
dropout.
CONCLUSIONS: In Danish youth sports, autonomous motivation, satisfaction of basic psychological needs, and an empowering coach-created motivational climate have a positive impact on the continuation of the sport and the club the following season. In contrast, controlled types of motivation, needs frustration, and a disempowering coach-created climate are associated with
dropout. This is the case at both elite and recreational levels, for boys and girls, adolescents, and youth.