A review of the academic research relevant to future developments of Positive Coaching Scotland

In conducting this literature review a significant volume of research has been examined. Overall the research examined provides evidence to support the three principles of PCS: redefining winner (fostering mastery); filling the emotional tank (developing confidence); honour our sport (fostering respect). However, it the review also points to areas for continued refinement and further development. An overriding finding is that social agents have a significant role to play in shaping the experiences and development of young people in sport. Furthermore, this is achieved through the atmosphere or climate they help to create. As such the main recommendation is that the environment or to use PCS language ‘the culture’ in and around sport continues to be the focus. This ‘culture’ should reflect principles connected with fostering task-involvement, a mastery motivational climate and include autonomy supportive behaviours, whilst minimising controlling strategies. The report contains considerable detail on frameworks and strategies that can be used to further develop this ‘culture’.&nbsp

Perceptions of the motivational climate, basic psychological needs, and life skills development in Chinese physical education students

IntroductionLife skills can have a positive impact on young people’s mental health, academic performance, and overall well-being. Physical education (PE) is viewed as a promising setting for developing students’ life skills, but less is known about this in non-English speaking countries such as China. Based on the integration of Self-Determination Theory (SDT) and Achievement Goal Theory (AGT), we aimed to examine the relationships between students’ perceptions of the teacher-initiated motivational climate (mastery- or performance-oriented) and their life skills development in PE, as well as the mediating role of their basic psychological needs (BPNs) (satisfaction or frustration).MethodsWe employed a cross-sectional survey. Chinese students (N = 533, Age range = 13–18 years) completed measures assessing these variables. We fulfilled correlational and mediational analyses.ResultsThese findings showed that mastery climate was positively associated with needs satisfaction (r = 0.66) and eight life skills (r range = 0.44–0.61), whereas negatively associated with needs frustration (r = −0.49). Performance climate was positively related to needs frustration (r = 0.52), but negatively related to needs satisfaction (r = −0.38) and eight life skills (r range = −0.28 – −0.15). Needs satisfaction was positively (r range = 0.44–0.65), while needs frustration was negatively (r range = −0.50 – −0.34) linked with eight life skills. Furthermore, needs satisfaction positively mediated the effect of mastery climate on life skills development, but it is not found that needs frustration mediated the effect of performance climate on life skills besides goal setting, social skills, and time management.ConclusionIn conclusion, our study extended the previous literature on life skills in PE, and highlighted the roles of motivational climate and BPNs on students’ life skills development. In practice, PE teachers should be encouraged to create a mastery climate as well as avoid a performance climate, to foster students’ BPNs satisfaction, which in turn, promote their life skills development

Coach-athlete relationships and life skills development among Brazilian handball players : A prospective study

This study was to examine the prospective associations between coach-athlete relationship (CAR) and life skills development in youth handball players. This study employed a longitudinal research design. A total of 78 male handball players completed the Life Skills Scale for Sport and the Coach-Athlete Relationship Questionnaire over three waves of data collection: start of the season; midseason and end of the season. Data were analyzed using multivariate analysis of variance Pearson's Correlation and Linear Multiple Regression (p<.05). The findings indicated the three dimensions of CAR seem to have higher effect on life skills subscales as the season progressed (i.e., higher effect on life skills at T3 compared to T2 and T1). Commitment and Complementarity were positively associated with several life skills subscales at all three timepoints. Results suggest that the quality of the CAR is an important determinant for the development of life skills in youth handball players across the sports season.Este estudio tuvo como objetivo examinar las posibles asociaciones entre la relación entrenador-atleta (CAR) y el desarrollo de habilidades para la vida en jugadores juveniles de balonmano. Este estudio empleó un diseño de investigación longitudinal. Un total de 78 jugadores masculinos de balonmano completaron la Escala de Habilidades para la Vida Deportiva y la Escala de Entrenadores. Cuestionario sobre la relación con los atletas en tres oleadas de recopilación de datos: inicio de la temporada; mitad de temporada y final de temporada. Los datos se analizaron mediante análisis multivariado de varianza, correlación de Pearson y regresión lineal múltiple (p<0,05). Los hallazgos indicaron que las tres dimensiones de CAR parecen tener un mayor efecto en las subescalas de habilidades para la vida a medida que avanzaba la temporada (es decir, un mayor efecto sobre las habilidades para la vida en T3 en comparación con T2 y T1). El compromiso y la complementariedad se asociaron positivamente con varias subescalas de habilidades para la vida en los tres momentos. Los resultados sugieren que la calidad del CAR es un determinante importante para el desarrollo de habilidades para la vida en jugadores juveniles de balonmano a lo largo de la temporada deportiva