Effect of coaches' interpersonal style on young athletes' individual resilience and team adherence intention: a season-long investigation.

BACKGROUND: In the sports context, coaches must be able to improve their players physically, psychologically, and socially. Hence, a fundamental part of this process is the athlete's individual resilience (IR). METHODS: Three hundred and fifteen youth team-sport players (boys: n = 283; Mage = 16.02, SD = 0.56; and girls: n = 32; Mage = 15.92, SD = 0.62) completed the measures of coach's interpersonal style, individual resilience, perceived performance, and team adherence intention (intention to remain on the same team the following year) twice (Time 1: mid-season; Time 2: end-season). Structural equation modeling was used to test the relationships between variables. RESULTS: The results showed that coach support was positively related to IR (p < 0.001) and, in turn, IR to individual (p < 0.01) and team performance (p < 0.05) at Time 1, and to individual performance (p < 0.001) and team adherence intention at Time 2 (p < 0.01). In addition, team performance at Time 2 was positively related to team adherence intention (p < 0.001). Finally, a mediating effect of IR was observed between interpersonal coaching style, individual and team performance, and team adherence intention. CONCLUSIONS: These results show the importance of a supportive interpersonal coaching style to foster athletes' levels of resilience, which could have positive consequences in performance (individual and team) and team adherence intention.

Intervention Programme Based on Self-Determination Theory to Promote Extracurricular Physical Activity through Physical Education in Primary School: A Study Protocol.

Low levels of physical activity (PA) are a concern among students, producing negative physical, health and mental consequences. This study aims to present a protocol intervention in physical education (PE) based on self-determination theory (SDT) to enhance students' motivation towards performing PA and increasing their PA levels in their leisure time. This protocol is a convenience study with two allocation arms (intervention group versus control group). SDT-based motivational strategies will be carried out and co-created with PE teachers to increase motivation and out-of-school PA levels. Data collection will be conducted three times: before the intervention, after the intervention (four months after baseline) and at the end of the intervention (retention measurement, seven months after baseline). The measures will assess perceived teacher support for PA, motivation towards PA, intention to be physically active, PA levels, engagement in PE and academic performance. Overall, this intervention programme is expected to increase students' autonomous motivation for PA and their PA levels in their free time. This intervention might encourage teachers to establish strategies and resources to increase their students' adaptive outcomes.

¿Influye el liderazgo del entrenador sobre la resiliencia de equipo? Efecto mediador de los conflictos intragrupo y la cohesión grupal / Does coach leadership influence team resilience? Mediating effect of intra-group conflict and group cohesion

Resumen Introducción/objetivo: El presente estudio tiene como objetivo examinar la rela ción entre el liderazgo transformacional del entrenador y las características de resiliencia y la vulnerabilidad bajo presión, así como analizar si los factores del conflicto intragrupo (social y tarea) y de la cohesión grupal (social y tarea), pudieran mediar la relación entre dichas variables. Método: A través de un diseño longitudinal, se incluyó a un total de 301 depor tistas inscritos en los JUDEX, pertenecientes a 34 equipos de fútbol y voleibol, con edades comprendidas entre 13 y 18 años (M = 15.72; DT = 1.33). Resultados: Los resultados mostraron una relación positiva entre el liderazgo transformacional del entrenador y las características de resiliencia, y una asociación negativa respecto a la vulnerabilidad bajo presión. Además, el conflicto intragrupo (social y tarea) actuó como mediador entre la relación del liderazgo trans formacional del entrenador y la resiliencia de equipo. En cuanto al papel mediador de la cohe sión grupal, solo la cohesión tarea actuó como mediadora entre el liderazgo transformacional del entrenador y la resiliencia de equipo. Conclusiones: La presente investigación muestra la importancia del liderazgo del entrenador para mejorar la resiliencia del equipo en categorías de formación, y la influencia positiva que tiene la reducción de los conflictos intragrupo y el aumento de la cohesión tarea durante la temporada.

Abstract Introduction/objective: The present study aimed to examine the relationship be tween transformational coach leadership with the characteristics of resilience and vulnerability under pressure, as well as to analyze whether the factors of intra-group conflict (social and task) and group cohesion (social and task) could mediate the relationship between these variables. Method: Through a longitudinal design, a total of 301 athletes enrolled in the JUDEX, belong ing to 34 soccer and volleyball teams, and aged between 13 and 18 years (M = 15.72; SD = 1.33). Results: The results showed a positive relationship between transformational leadership of the coach and resilience characteristics, and a negative association with respect to vulnerability under pressure. In addition, intra-group conflict (social and task) acted as mediators between the relationship between transformational coach leadership and team resilience. Regarding the mediating role of group cohesion, only task cohesion acted as a mediator between trans formational coach leadership and team resilience. Conclusions: This research draws as main conclusion the importance of the coach's leadership to improve team resilience in youth cate gories, and the positive influence of the reduction of intragroup conflicts and the increase of task cohesion during the season.

The Predictive Role of Perceived Autonomy Support in Elementary School Children Physical Activity.

The present article aimed to test a predictive model based on children's perception of autonomy support exercised by their physical education teachers in establishing a state of high motivational quality, which in turn leads to greater intention and physical activity. Participants were 502 elementary school students aged 9 to 11 years (52.59% males (9.47 ± 0.53 years old) and 47.41% females (9.54 ± 0.53 years old)), who completed a self-reported questionnaire of perceived autonomy support from physical education teachers, self-determination, intention to be physically active, and physical activity. Results showed that perceived autonomy support was positively related to autonomous motivation, which in turn was associated with intention and physical activity. In addition, the model did not present variations with respect to gender and confirmed the indirect effects of autonomous motivation on intention and practice of physical activity. Finally, we conclude on the importance of an adequate perception of autonomy support in students by their teachers for the establishment of an appropriate motivational state that could promote greater intention and physical activity. Thus, the motivational state acquired in physical education classes can be translated into intention and practice of physical activity in different contexts of students' daily lives.