Achievement goals in youth sport and the influence of coaches, peers, and parents: A longitudinal study
DOI:
https://doi.org/10.14198/jhse.2020.153.09Keywords:
Achievement goals, Coaches, Longitudinal, Parents, PeersAbstract
The first purpose of this study was to longitudinally examine achievement goals in youth sport. The second purpose was to examine the within-person effects of perceived motivational climates by coaches, peers, and parents on achievement goal orientation. Participants were 78 young student-athletes, representing a variety of sports. The student-athletes completed a multi-section questionnaire, six times over a three-year period, assessing the study variables. Multilevel modelling analysis revealed that both task orientation and ego orientation decreased for this age group over the three-year period. Furthermore, perceived task-involving peer climate was significantly and positively related to task orientation, and perceived ego-involving coach climate was significantly and positively related to ego orientation. The results from this study provides insights regarding developmental changes in achievement goals and the importance of certain social agents in that specific developmental stage.
Downloads
References
Ames, C. (1992). Achievement goals, motivational climate, and motivational processes. In G. C. Roberts (Ed.), Motivation in Sport and Exercise (pp. 161–176). Champaign, IL: Human Kinetics.
Barkoukis, V., Ntoumanis, N., & Thøgersen-Ntoumani, C. (2010). Developmental changes in achievement motivation and affect in physical education: Growth trajectories and demographic differences. Psychology of Sport and Exercise, 11(2), 83–90. https://doi.org/10.1016/j.psychsport.2009.04.008
Biddle, S., Wang, C. J., Kavussanu, M., & Spray, C. (2003). Correlates of achievement goal orientations in physical activity: A systematic review of research. European Journal of Sport Science, 3(5), 1–20. https://doi.org/10.1080/17461390300073504
Boyce, B. A., Gano-Overway, L. A., & Campbell, A. L. (2009). Perceived motivational climate's influence on goal orientations, perceived competence, and practice strategies across the athletic season. Journal of Applied Sport Psychology, 21(4), 381–394. https://doi.org/10.1080/10413200903204887
Chan, D. K., Keegan, R. J., Lee, A. S. Y., Yang, S. X., Zhang, L., Rhodes, R. E., & Lonsdale, C. (2018). Towards a Better Assessment of Perceived Social Influence: The Relative Role of Significant Others on Young Athletes. Scandinavian Journal of Medicine & Science in Sports. https://doi.org/10.1111/sms.13320
Chan, D. K., Lonsdale, C., & Fung, H. H. (2012). Influences of coaches, parents, and peers on the motivational patterns of child and adolescent athletes. Scandinavian Journal of Medicine & Science in Sports, 22(4), 558–568. https://doi.org/10.1111/j.1600-0838.2010.01277.x
Côté, J., Baker, J., & Abernethy, B. (2003). From play to practice: A developmental frame- work for the acquisition of expertise in team sports. In J.L. Starkes & K.A. Ericsson (Eds.), Recent advances in research on sport expertise (pp. 89–110). Champaign, IL: Human Kinetics.
Duda, J. L., & Nicholls, J. G. (1992). Dimensions of achievement motivation in schoolwork and sport. Journal of Educational Psychology, 84(3), 290-299. https://doi.org/10.1037//0022-0663.84.3.290
Fry, M. D., & Duda, J. L. (1997). A developmental examination of children's understanding of effort and ability in the physical and academic domains. Research Quarterly for Exercise and Sport, 68(4), 331–344. https://doi.org/10.1080/02701367.1997.10608014
Gano-Overway, L. A., & Ewing, M. E. (2004). A longitudinal perspective of the relationship between perceived motivational climate, goal orientations, and strategy use. Research Quarterly for Exercise and Sport, 75(3), 315–325. https://doi.org/10.1080/02701367.2004.10609163
García-Calvo, T., Leo, F. M., Gonzalez-Ponce, I., Sánchez-Miguel, P. A., Mouratidis, A., & Ntoumanis, N. (2014). Perceived coach-created and peer-created motivational climates and their associations with team cohesion and athlete satisfaction: evidence from a longitudinal study. Journal of Sports Sciences, 32(18), 1738–1750. https://doi.org/10.1080/02640414.2014.918641
Harwood, C. G., Keegan, R. J., Smith, J. M., & Raine, A. S. (2015). A systematic review of the intrapersonal correlates of motivational climate perceptions in sport and physical activity. Psychology of Sport and Exercise, 18, 9–25. https://doi.org/10.1016/j.psychsport.2014.11.005
Heck, R. H., & Thomas, S. L. (2015). An introduction to multilevel modeling techniques: MLM and SEM approaches using Mplus. Routledge. https://doi.org/10.4324/9781315746494
Ingrell, J., Johnson, U., & Ivarsson, A. (2018). Developmental changes in burnout perceptions among student-athletes: An achievement goal perspective. International Journal of Sport and Exercise Psychology. https://doi.org/10.1080/1612197x.2017.1421679
Ingrell, J., Larneby, M., Johnson, U., & Hedenborg, S. (2019). Student-athletes’ belief about athletic ability: A longitudinal and mixed-method gender study. Scandinavian Sport Studies Forum, 10, 117-138.
Keegan, R. J., Harwood, C. G., Spray, C. M., & Lavallee, D. E. (2009). A qualitative investigation exploring the motivational climate in early career sports participants: Coach, parent and peer influences on sport motivation. Psychology of Sport and Exercise, 10(3), 361–372. https://doi.org/10.1016/j.psychsport.2008.12.003
Keegan, R. J., Spray, C. M., Harwood, C. G., & Lavallee, D. E. (2010). The motivational atmosphere in youth sport: Coach, parent, and peer influences on motivation in specializing sport participants. Journal of Applied Sport Psychology, 22(1), 87–105. https://doi.org/10.1080/10413200903421267
Keegan, R. J., Spray, C. M., Harwood, C. G., & Lavallee, D. E. (2014). A qualitative synthesis of research into social motivational influences across the athletic career span. Qualitative Research in Sport, Exercise and Health, 6(4), 537–567. https://doi.org/10.1080/2159676x.2013.857710
Little, R. J. (1988). A test of missing completely at random for multivariate data with missing values. Journal of the American Statistical Association, 83(404), 1198–1202. https://doi.org/10.1080/01621459.1988.10478722
Maas, C. J., & Hox, J. J. (2005). Sufficient sample sizes for multilevel modeling. Methodology: European Journal of Research Methods for the Behavioral and Social Sciences, 1(3), 86–92. https://doi.org/10.1027/1614-2241.1.3.86
Muthén, L. K., & Muthén, B. O. (1998–2015). Mplus User’s guide (7th ed.). Los Angeles, CA: Muthén & Muthén.
Nicholls, J. G. (1989). The competitive ethos and democratic education. Cambridge, MA: Harvard University Press.
Ntoumanis, N., Taylor, I. M., & Thøgersen-Ntoumani, C. (2012). A longitudinal examination of coach and peer motivational climates in youth sport: Implications for moral attitudes, well-being, and behavioral investment. Developmental Psychology, 48(1), 213-223. https://doi.org/10.1037/a0024934
Ntoumanis, N., & Vazou, S. (2005). Peer motivational climate in youth sport: Measurement development and validation. Journal of Sport and Exercise Psychology, 27(4), 432–455. https://doi.org/10.1123/jsep.27.4.432
Raftery, A. E. (1995). Bayesian model selection in social research. Sociological Methodology, 25, 111–163. https://doi.org/10.2307/271063
Raudenbush, S. W., & Bryk, A. S. (2002). Hierarchical linear models: Applications and data analysis methods. Thousand Oaks, CA: Sage Publication.
Roberts, G. C. (2012). Motivation in sport and exercise from an achievement goal theory perspective: After 30 years, where are we? In G. C. Roberts & D. C. Treasure (Eds.) Advances in Motivation in Sport and Exercise (3rd ed., pp. 5–58). Champaign, IL: Human Kinetics.
Robert, G. C., & Treasure, D. C. (1992). Children in sport. Sport Science Review, 2, 46–64.
Roberts, G. C., Treasure, D. C., & Balague, G. (1998). Achievement goals in sport: The development and validation of the Perception of Success Questionnaire. Journal of Sports Sciences, 16(4), 337–347. https://doi.org/10.1080/02640419808559362
Singer, J. D., & Willett, J. B. (2003). Applied longitudinal data analysis: Modeling change and event occurrence. New York, NY: Oxford university press.
Smith, R. E., Cumming, S. P., & Smoll, F. L. (2008). Development and validation of the motivational climate scale for youth sports. Journal of Applied Sport Psychology, 20(1), 116–136. https://doi.org/10.1080/10413200701790558
Smith, R. E., Smoll, F. L., & Cumming, S. P. (2009). Motivational climate and changes in young athletes’ achievement goal orientations. Motivation and Emotion, 33(2), 173–183. https://doi.org/10.1007/s11031-009-9126-4
Steinberg, G., Grieve, F. G., & Glass, B. (2001). Achievement goals across the lifespan. Journal of Sport Behavior, 24(3), 298–306.
Støckel, J. T., Strandbu, Å., Solenes, O., Jørgensen, P., & Fransson, K. (2010). Sport for children and youth in the Scandinavian countries. Sport in Society, 13(4), 625-642. https://doi.org/10.1080/17430431003616332
van de Pol, P. K., Kavussanu, M., & Ring, C. (2012). Goal orientations, perceived motivational climate, and motivational outcomes in football: A comparison between training and competition contexts. Psychology of Sport and Exercise, 13(4), 491–499. https://doi.org/10.1016/j.psychsport.2011.12.002
Vazou, S., Ntoumanis, N., & Duda, J. L. (2006). Predicting young athletes' motivational indices as a function of their perceptions of the coach-and peer-created climate. Psychology of Sport and Exercise, 7(2), 215–233. https://doi.org/10.1016/j.psychsport.2005.08.007
Vazou, S., Ntoumanis, N., & Duda, J. L. (2005). Peer motivational climate in youth sport: A qualitative inquiry. Psychology of Sport and Exercise, 6(5), 497–516. https://doi.org/10.1016/j.psychsport.2004.03.005
White, S.A. (1996). Goal orientation and perceptions of the motivational climate initiated by parents. Pediatric Exercise Science, 8: 22–129. https://doi.org/10.1123/pes.8.2.122
White, S. A., & Duda, J. L. (1993). The relationship between goal orientation and parent-initiated motivational climate among children learning a physical skill. In Paper presented at the 8th world meeting for the International Society for Sports, Psychology, Lisbon, Portugal.
White, S. A., Kavussanu, M., & Guest, S. M. (1998). Goal orientations and perceptions of the motivational climate created by significant others. European Journal of Physical Education, 3(2), 212–228. https://doi.org/10.1080/1740898980030209
Wylleman, P., Rosier, N., & De Knop, P. (2016). Holistic Perspective on the Development of Elite Athletes. Sport and Exercise Psychology Research: From Theory to Practice, 270–288. https://doi.org/10.1016/b978-0-12-803634-1.00013-3
Downloads
Statistics
Published
How to Cite
Issue
Section
License
Copyright (c) 2018 Journal of Human Sport and Exercise
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.
Each author warrants that his or her submission to the Work is original and that he or she has full power to enter into this agreement. Neither this Work nor a similar work has been published elsewhere in any language nor shall be submitted for publication elsewhere while under consideration by JHSE. Each author also accepts that the JHSE will not be held legally responsible for any claims of compensation.
Authors wishing to include figures or text passages that have already been published elsewhere are required to obtain permission from the copyright holder(s) and to include evidence that such permission has been granted when submitting their papers. Any material received without such evidence will be assumed to originate from the authors.
Please include at the end of the acknowledgements a declaration that the experiments comply with the current laws of the country in which they were performed. The editors reserve the right to reject manuscripts that do not comply with the abovementioned requirements. The author(s) will be held responsible for false statements or failure to fulfill the above-mentioned requirements.
This title is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International license (CC BY-NC-ND 4.0).
You are free to share, copy and redistribute the material in any medium or format. The licensor cannot revoke these freedoms as long as you follow the license terms under the following terms:
Attribution — You must give appropriate credit, provide a link to the license, and indicate if changes were made. You may do so in any reasonable manner, but not in any way that suggests the licensor endorses you or your use.
NonCommercial — You may not use the material for commercial purposes.
NoDerivatives — If you remix, transform, or build upon the material, you may not distribute the modified material.
No additional restrictions — You may not apply legal terms or technological measures that legally restrict others from doing anything the license permits.
Notices:
You do not have to comply with the license for elements of the material in the public domain or where your use is permitted by an applicable exception or limitation.
No warranties are given. The license may not give you all of the permissions necessary for your intended use. For example, other rights such as publicity, privacy, or moral rights may limit how you use the material.
Transfer of Copyright
In consideration of JHSE’s publication of the Work, the authors hereby transfer, assign, and otherwise convey all copyright ownership worldwide, in all languages, and in all forms of media now or hereafter known, including electronic media such as CD-ROM, Internet, and Intranet, to JHSE. If JHSE should decide for any reason not to publish an author’s submission to the Work, JHSE shall give prompt notice of its decision to the corresponding author, this agreement shall terminate, and neither the author nor JHSE shall be under any further liability or obligation.
Each author certifies that he or she has no commercial associations (e.g., consultancies, stock ownership, equity interest, patent/licensing arrangements, etc.) that might pose a conflict of interest in connection with the submitted article, except as disclosed on a separate attachment. All funding sources supporting the Work and all institutional or corporate affiliations of the authors are acknowledged in a footnote in the Work.
Each author certifies that his or her institution has approved the protocol for any investigation involving humans or animals and that all experimentation was conducted in conformity with ethical and humane principles of research.
Competing Interests
Biomedical journals typically require authors and reviewers to declare if they have any competing interests with regard to their research.
JHSE require authors to agree to Copyright Notice as part of the submission process.
