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Peer- and coach-created motivational climates in youth sport : implications for positive youth development of disadvantaged girls

(2017) SOCIAL INCLUSION. 5(2). p.163-178
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Abstract
The relationship between coach- and peer-created motivational climates and Positive Youth Development is largely unexplored. This is especially true for the latter and in particular with regard to disadvantaged girls. The present study was designed to examine the relationships between perceived coach- and peer-created climates and reported developmental gains among disadvantaged girls participating in sports programmes, and to determine whether these relationships were moderated by personal characteristics. Two hundred young women aged between 12 and 22 completed a questionnaire which included the 'Youth Experience Survey for Sport' (MacDonald, Cote, Eys, & Deakin, 2012), the 'Motivational Climate Scale for Youth Sports' (Smith, Cumming, & Smoll, 2008), the 'Peer Motivational Climate in Youth Sport Questionnaire' (Ntoumanis & Vazou, 2005), and questions regarding participants' socio-economic characteristics. Multilevel regression analyses were performed to take into account the hierarchical data structure. The analysis revealed that a mastery-oriented coach climate is a very strong predictor of perceived Positive Youth Development. This is based on both the number of developmental domains on which it had a significant impact and the explained variance based on the PRV values of the multi-level models. Unlike previous research on disadvantaged youth in general and disadvantaged girls in particular, the observed interaction effects did not show that disadvantaged girls necessarily gain more from their involvement in organised activities such as sport.
Keywords
coach, disadvantaged girls, motivational climate, peers, Positive Youth Development, sport, SELF-DETERMINATION THEORY, SOCIOECONOMIC-STATUS, PHYSICAL-EDUCATION, PSYCHOMETRIC PROPERTIES, TEAM SPORT, ADOLESCENTS, EXPERIENCES, PARTICIPATION, PERCEPTIONS, BEHAVIORS

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MLA
Schaillée, Hebe, et al. “Peer- and Coach-Created Motivational Climates in Youth Sport : Implications for Positive Youth Development of Disadvantaged Girls.” SOCIAL INCLUSION, vol. 5, no. 2, 2017, pp. 163–78, doi:10.17645/si.v5i2.870.
APA
Schaillée, H., Theeboom, M., & Van Cauwenberg, J. (2017). Peer- and coach-created motivational climates in youth sport : implications for positive youth development of disadvantaged girls. SOCIAL INCLUSION, 5(2), 163–178. https://doi.org/10.17645/si.v5i2.870
Chicago author-date
Schaillée, Hebe, Marc Theeboom, and Jelle Van Cauwenberg. 2017. “Peer- and Coach-Created Motivational Climates in Youth Sport : Implications for Positive Youth Development of Disadvantaged Girls.” SOCIAL INCLUSION 5 (2): 163–78. https://doi.org/10.17645/si.v5i2.870.
Chicago author-date (all authors)
Schaillée, Hebe, Marc Theeboom, and Jelle Van Cauwenberg. 2017. “Peer- and Coach-Created Motivational Climates in Youth Sport : Implications for Positive Youth Development of Disadvantaged Girls.” SOCIAL INCLUSION 5 (2): 163–178. doi:10.17645/si.v5i2.870.
Vancouver
1.
Schaillée H, Theeboom M, Van Cauwenberg J. Peer- and coach-created motivational climates in youth sport : implications for positive youth development of disadvantaged girls. SOCIAL INCLUSION. 2017;5(2):163–78.
IEEE
[1]
H. Schaillée, M. Theeboom, and J. Van Cauwenberg, “Peer- and coach-created motivational climates in youth sport : implications for positive youth development of disadvantaged girls,” SOCIAL INCLUSION, vol. 5, no. 2, pp. 163–178, 2017.
@article{8525926,
  abstract     = {{The relationship between coach- and peer-created motivational climates and Positive Youth Development is largely unexplored. This is especially true for the latter and in particular with regard to disadvantaged girls. The present study was designed to examine the relationships between perceived coach- and peer-created climates and reported developmental gains among disadvantaged girls participating in sports programmes, and to determine whether these relationships were moderated by personal characteristics. Two hundred young women aged between 12 and 22 completed a questionnaire which included the 'Youth Experience Survey for Sport' (MacDonald, Cote, Eys, & Deakin, 2012), the 'Motivational Climate Scale for Youth Sports' (Smith, Cumming, & Smoll, 2008), the 'Peer Motivational Climate in Youth Sport Questionnaire' (Ntoumanis & Vazou, 2005), and questions regarding participants' socio-economic characteristics. Multilevel regression analyses were performed to take into account the hierarchical data structure. The analysis revealed that a mastery-oriented coach climate is a very strong predictor of perceived Positive Youth Development. This is based on both the number of developmental domains on which it had a significant impact and the explained variance based on the PRV values of the multi-level models. Unlike previous research on disadvantaged youth in general and disadvantaged girls in particular, the observed interaction effects did not show that disadvantaged girls necessarily gain more from their involvement in organised activities such as sport.}},
  author       = {{Schaillée, Hebe and Theeboom, Marc and Van Cauwenberg, Jelle}},
  issn         = {{2183-2803}},
  journal      = {{SOCIAL INCLUSION}},
  keywords     = {{coach,disadvantaged girls,motivational climate,peers,Positive Youth Development,sport,SELF-DETERMINATION THEORY,SOCIOECONOMIC-STATUS,PHYSICAL-EDUCATION,PSYCHOMETRIC PROPERTIES,TEAM SPORT,ADOLESCENTS,EXPERIENCES,PARTICIPATION,PERCEPTIONS,BEHAVIORS}},
  language     = {{eng}},
  number       = {{2}},
  pages        = {{163--178}},
  title        = {{Peer- and coach-created motivational climates in youth sport : implications for positive youth development of disadvantaged girls}},
  url          = {{http://dx.doi.org/10.17645/si.v5i2.870}},
  volume       = {{5}},
  year         = {{2017}},
}

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