Browsing by Author "Torregrosa, Miquel"
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- Commitment, enjoyment and motivation in young soccer competitive playersPublication . Garcia-Mas, Alexandre; Palou, Pere; Gili, Margarita; Ponseti, Xavier; Borras, Pere A.; Vidal, Josep; Cruz, Jaume; Torregrosa, Miquel; Villamarín, Francisco; Sousa, CatarinaBuilding upon Deci’s and Ryan (1985) Self-determination theory as well as the sportive behavioral correlates of the model of Commitment (Scanlan et al., 1976), this study tries to establish the relationship between motivation and commitment in youth sport. For this purpose 454 young competitive soccer players answered the Sport Motivation Scale (SMS) and the Sport Commitment Questionnaire (SCQ) during the regular season. The SMS measures the three dimensions of the Motivational continuum (the Amotivation, the Extrinsic Motivation and the Intrinsic Motivation). The SCQ measures the Sportive Commitment and its composing factors such as the Enjoyment, the Alternatives to the sport, and the Social Pressure. Our findings provided a clear pattern of the influence of motivation in sport enjoyment and commitment, outlining the positive contribution of intrinsic and extrinsic motivation to enjoyment and commitment. Amotivation, contributes positively to alternatives to sport and negatively to enjoyment and commitment. It should be noted that extrinsic motivation has a higher contribution to enjoyment whereas intrinsic motivation has a higher contribution to commitment.
- Efectos conductuales de programas personalizados de asesoramiento a entrenadores en estilo de comunicación y clima motivacionalPublication . Cruz, Jaume; Torregrosa, Miquel; Sousa, Catarina; Mora, Angela; Viladrich, CarmeThis study summarises a line of research on interventions with coaches of young soccer and basketball players. First, the evolution of theoretical models and intervention programmes with coaches was reviewed. Second, we describe the advantages of conducting programmes that combine an assessment of communication style and motivational climate and aim to individualise interventions with coaches as far as possible. Furthermore, the Coaching Behaviour Assessment System (CBAS) was used to evaluate the effects of personal assessment programmes on the coaches’ behaviour (PAPE1 & PAPE2). In both studies, the behaviours proposed as priority objectives and those not considered a priority were analysed separately. The results of both studies showed an increase in the supporting behaviours by coaches (i.e., reinforcement, encouragement after mistakes, general encouragement) and a decrease in punitive behaviours (i.e., punishment and punitive technical instruction) according to the objectives proposed in the personalised programmes in 88% of the cases. Moreover, this improvement also occured in the cases of coaches who did not establish those behaviors as an objective. Both personalised assessment programmes were more efficient in changing coaches’ behaviors than the group interventions in which coaches could not establish their priority objectives.